Sample portfolio of annotated medium and short term planning including children’s work Primary School, . A1, A2 EYFS Observations As part of good EYFS practice we ensure that children are given opportunities to develop their knowledge and understanding of the world. This offers an ideal environment for developing science skills. This helps them to make sense of their world. Activities are planned to develop exploration and investigation skills enable children to investigate objects and materials and their properties, learn about change and patterns, similarities and differences, and question how and why things work. Practical application of their knowledge and skills promote self esteem through allowing children to make decisions about what to investigate and how to do it. A1, C1 , A2 Ask questions and encounter challenging problems and independently come up with ways to investigate them using growing scientific skills Child A - RVW Exploring – a strong feature of EYFS curriculum that we have incorporated into good science practice Observing Questioning Carefully framed open ended question Making connections Children encouraged to reflect on their work A1, A2 Child B - RAL Exploring Self chosen problem solving Modelling Making decisions about what to investigate and how to do it A1, A2,B1, B2, C1 ANNOTATED PLANS: SPRING TERM VOCABULARY Soundproof, change, measure, observe, fair test, prediction, factor WEEKLY PLANNING SHEET 6SCIENCE - SOUND (5F) WEEK BEGINNING: 7/2/11 Week LEARNING OBJECTIVES (WHAT CHILDREN SHOULD KNOW AND UNDERTSAND)   To plan a fair test, obtain evidence and consider results That some materials reduce the amount of sound that reaches the ear Aim: to investigate materials used for soundproofing ICT used selectively to support learning Children raising their own questions Application of science skills – designed so children can approach task at their own level TEACHING STRATEGIES AND CHILDREN’S ACTIVITIES INTRODUCTION Discuss with children why it is sometimes important to prevent sounds travelling. Can annoy other people, can damage our ears, can prevent us hearing something important like oncoming cars when we are crossing the road, etc. Ask them to suggest how this can be done, e.g. ear muffs, ear plugs, soft floor coverings, etc. Look at (Section 1) http://www.ngflcymru.org.uk/vtc/16022007/sound_travels/lesson. html. Show and discuss soundproofing example sheet. EXPOSITION & GUIDED PRACTISE Tell the children that during this lesson they are going to try and help solve a small problem. Explain that Martin (our nature garden designer) is going to be using some noisy machinery over the next couple of weeks and needs to use the best sound protectors for his ears. We need to help solve this for him. As a class raise a question for investigation e.g. Which is the best material to muffle sound? OUTCOMES/ WORK TO BE PRODUCED LENGTH AND QUALITIES Children can:  Make predictions based on observations and prior knowledge about the effectiveness of materials for soundproofing  Contribute to planning a fair test  State that some materials are more effective at soundproofing than others  Describe ways in which they think their work could have been improved RESOURCES Concept cartoon Soundproofing example sheet Investigation worksheet Paper cups Range of materials e.g. bubble wrap, cotton wool, material etc Practical science Task In groups children conduct investigation. Use Investigation sheets throughout. Evaluate, draw conclusions and discuss. PLENARY Using their results, the children could design the sound protectors they would recommend Martin use! AFL Open ended investigation given real life context Assessment statement: Suggest how to investigate how well sound travels through materials and say how good their evidence is. Children working independently on challenging problem – all groups had different solutions AFL A2, D! Sample of Literacy Overview(Y1). Science links clearly identified and planned for. Unit No. of wks Text Type 5 2 Poetry - using the senses 6 2 Recounts & dictionary 7 2 Information Texts 8 9 2 4 Information Texts Traditional tales Format Texts to support Link to science? http://nationalstrategies.standards.dcsf.g 'Read me first' poetry book. Teacher to selct any poem ov.uk/node/19925?uc=force_uj from here that includes seeing things, hearing things etc. Link to history unit 'Toys from the past'. See Photo slide 20 for display Espresso link to history on toys: of poems written by children http://10.1.30.238/~espresso/modules/t1_toys/index.html Espresso link to text on old and new toys: http://10.1.30.238/~espresso/modules/t1_toys/photos/ph oto_1.html Oral text only - teacher to tell own oral version of receving a present (record this). Children sholud bring in their own toys and use them to tell and sequence a story, http://nationalstrategies.standards.dcsf.g taking digital photographs of the toys to tell their story Telling a story with toys ov.uk/node/19070?uc=force_uj and show their sequence. Phase 1 & 2 only - link this to science of push and Pulls (Espresso videos on Pushes & pulls) http://10.1.30.238/~espresso/modules/s1_forces_motion/ pushes_pulls/index.html Asking questions and http://nationalstrategies.standards.dcsf.g Also use Big Book 'Levers' to teach the organisation, finding out answers ov.uk/node/19124?uc=force_uj layout and language of information texts HALF TERM Writing sentences to answer questions Planning Support Phase 3 - link this to science of push and Pulls (Espresso videos on Pushes & pulls) http://10.1.30.238/~espresso/modules/s1_forces_motion/ pushes_pulls/index.html http://nationalstrategies.standards.dcsf.g Also use Big Book 'Levers' to teach the organisation, ov.uk/node/19124?uc=force_uj layout and language of information texts Link to DT work on making puppets 'Jack and the beanstalk' Big Books & 'Jasper's Beanstalk'. Also gather together (see library and existing school books) and use books that tell different traditional tales (Little Red Riding Hood etc). Read lots of these stories aloud to the http://nationalstrategies.standards.dcsf.g children, getting them to retell them to each other for fun Narrative & playscripts ov.uk/node/20399?uc=force_uj for familiarity with this genre OUTCOMES/ WORK TO BE PRODUCED LENGTH AND QUALITIES TEACHING STRATEGIES AND CHILDREN’S ACTIVITIES Knowledge  Children can demonstrate that they understand the importance of plants growing well e.g. by saying that they provide food.  Children can name parts of a plant.  They can explain that most plants do not grow well in pots that are too small e.g. by saying that the roots need space to spread out.  Children can explain why roots need to spread out e.g. the roots take in water and they need to spread out to get it.  Describe the differences in the way the plants grew.  Relate differences in the way the plants grew to differences in the leaves.  Children can explain that water is transported through the stem to other parts of the plant.  Children can explain why a plant needs healthy roots, leaves and stems to grow well. Questioning / Investigative  Children can explain why experimental results, based on a small number of plants, may not be adequate e.g. we only had one plant which we gave 50ml of water to, it could just have died anyway or we had two we gave 50ml of water to, one died and one grew.  Children identify warmth as a factor affecting plant growth.  Children recognise that the test is not ‘fair’ if some seedlings are kept in the fridge as it is cold and dark.  Children suggest that to keep the test fair, each tray of seedlings needs the same amount of light and water. Measuring  Children will make accurate measurements of height of plants.  Explain how to make measurements which can be compared with others e.g. I put the end of the ruler next to the stem and just on the soil…..  Children can measure specific volumes of water.  Children can measure the height of a plant. Observing / Recording  Children make careful observations and present their results as drawings.  Children are able to explain their observations. E.g. the water went up the celery stem and we could see it because it was red  Children make drawings showing how stem/flower looks after it has been placed in food colouring and explain what happened e.g. the water went up the stem and we could see it because the stem was coloured….  Children recognise that plants need water, light and warmth to grow.  Children state that plants need water to grow but too much may kill them.  Children can describe what grass or plant deprived of light looks like e.g. yellow, pale, tall, thin, spindly.  Children explain that this is because the plant did not have light.  Children can make generalisations about the results e.g. the same thing happens to other plants or if you put the plant back in the light it will go green again.  Children explain that some seeds might not grow whatever the conditions they are in and so it is necessary to try different conditions on many seeds to make sure of the results. Before the unit:  Present the topic to the children and access prior knowledge.  Ask them what they would like to know about this topic?  Ask them how do they think we could investigate some of their questions? The – Then one day across the windswept plain the wind swept a small bird. Diary / Investigation – Where did he bird come from? The visitor had returned and, with him, his mate. Why would the bird return? Why would he bring a mate? Seed dispersal – The birds dropped seeds from their beaks. Investigate – how else are seeds dispersed – Minibooks How do the seeds take root? Sketch what this might look like? Investigation – each child plants a seed. What does the old man/we have to do to make sure the green shoots grow? (study the picture for clues – develop from here) Parts of the plant – roots, stem, leaves, flowers – function of each.  Demonstration of the function of roots using carnation and food colouring Investigation – What would happen if the plants didn’t have light/water/nutrients/warmth? Why did small creatures appear? (plants as food) Do we use plants as food? What plants to we eat? What part of the plant do we eat? What would be in our forest if we had everything we ever needed / wanted? Children create a seed packet – front has a diagram of the plant. Back is an explanation of how to make the plant grow well. VOCABULARY Temperat ure Fair test Sunlight Water Evidence Light Growth Measure Centimetr es Millilitres Warmth Correct Transport ed Conclusio n Observati ons Fair test Measure ments Height Leaves Roots Stems Flowers Leaves Absorbed K t RESOURCES The Minibooks Library resources Broad beans Soil Clear plastic cups Food colouring Celery stalk Y4 Summer Term – Helping Plants Grow Well A1, A2, A1, B1, C1, VOCABULARY Seed dispersal Seeds Root Germinate Photosynthesis Literacy link Observing and measuring AFL LEARNING OBJECTIVES (WHAT CHILDREN SHOULD KNOW AND UNDERSTAND) Children should learn: That plants can provide food for humans and other animals and some plants are grown especially for this. That water is transported through the stem to other parts of the plant. To make careful observations and present these using drawings. To explain observations. Children should learn: To use simple apparatus to measure a volume of water correctly. To use simple apparatus to measure the height of a plant. That plants need light for healthy growth. To ask questions about the growth of plants. Points to note. Some children may think it is light inside the fridge because the light is on when it is opened. Children may have seen labels for houseplants or fertilisers which refer to ‘feed’ and plant ‘food’. It is helpful to point out to children, if they raise this, that they have seen plants grow without this ‘food’ and it is different from the ‘food’ that animals eat. If appropriate the term ‘nutrient’ could be introduced to describe the ‘goodness in the soil’. TEACHING STRATEGIES AND CHILDREN’S ACTIVITIES Before the unit Children Present the topic to the children and access/assess prior knowledge. Ask them what they would like to know about this topic? raising own Ask them how do they think we could investigate some of their questions? questions Introduction: - Read book The Tin Forest – Then one day across the windswept plain the wind swept a small bird. Discuss briefly, the children’s ideas about where the bird might have come from. - Continue to read to: The visitor had returned and, with him, his mate. Children discuss reasons the bird may have returned also explaining why he brought a mate. This leads to the importance of plants for food/shelter. Activity 1 – Plants as Food On A3 paper in groups, children brainstorm the range of plants that are grown for food that they might see in the supermarket. (Carrots, potatoes, lettuce, berries, fruits etc) What part of the plant do we eat? (Roots, fruits, leaves) Talk about the need for plants to grow well (with reference to what happens when crops fail – famine, food shortages) Discuss the names of different parts of a plant. Use a small plant on visualiser to identify the parts (roots, stem, leaves, flower/fruit) Show the children some food items that are plants (ex: banana, carrot, potato, apple etc) Have the children sketch and label some plants we eat. Can they identify the part of the plant we eat (ex: carrot = roots; apple = fruit; celery = stem) Activity 2: Parts of the Plant The birds dropped seeds from their beaks. Soon, green shoots broke through the earth. Ask the children the function of roots. Show the children a pot-bound plant. Ask them why it would be better for the plant to be in a larger container. Discuss why roots need more room. Draw a plant (using colour magic or 2Animate) with its roots spread out and add a caption to the diagram. Children discuss the function of leaves, stems, flowers, and fruit. Sketch and label the parts of a plant. Investigation 1: Leaves Do plants need leaves to grow well? Show them two plants of the same species. Children discuss how we could investigate this question Remind chn of fair testing and the need to change only one variable, keeping other influences the same. Set up exp. Remove most of the leaves from one plant, keep just one or two at the top, keep both plants in the same place, same water – fair test. Children to record measurements of the plants’ height and the number of leaves on a chart in the classroom near the exp. This will run over the three weeks of the unit so keep the records somewhere easily accessible. Investigation 2: Stems Tip: This works more effectively if the root is removed from the celery and the stem has leaves – using a piece from the heart Put the celery stems in a shallow amount of water mixed with food colouring. Children record their observations in their books – Stem investigation worksheet Activity 3: Planting seeds Children plant a broad bean in a clear plastic cup. Children will sketch the progress of their plant growth over the next few weeks. Discuss what will our plants need to help them to grow? (light, warmth, water, soil) Children then draw a plant they think will grow well and one that they think will not. (e.g. one with spread out roots, many leaves and a straight/sturdy stem, and one with tangled roots, few leaves and a twisted/thin stem.) Investigation 3: Soil, Warmth, Water, Light Do plants need all of the above to grow? How could we investigate this? How can we make the test fair – change only one variable. Plant four seeds: 1.No soil, use paper towel or cotton wool 2. No water 3. No light – keep it in a dark place 4. No warmth – put it in a cold place ex fridge Children will observe the progress of these plants over three weeks and compare the growth to the progress of their own plants that they are providing with warmth, light, water and soil. Diaries: Children create a diary in which they record the measurements they take of their plants growth. They can also sketch the appearance of their plants. Activity: At the end of the three weeks children sketch all the plants and write about their findings. Assessment Activities: Children have kept diaries of their investigations. They should write a journal/diary entry of their results for each experiment. Designing a seed packet Children write all the things the seeds need to grow into healthy plants as well as instructions for planting and OUTCOMES/ WORK TO BE PRODUCED LENGTH AND QUALITIES RESOURCES (inc other adults) http://www.standards.df Children can demonstrate that they es.gov.uk/schemes2/sci understand the importance of plants ence/sci3b/ growing well e.g. by saying that they http://library.thinkquest. provide food. org/3608/plantsgrow.ht Children can name parts of a plant. Children can explain why roots need to ml Quality spread out e.g. the roots take in water The Tin Forest literacy (On server) and they need to spread out to get it. link Plants we eat Children can explain that water is transported through the stem to other Worksheet parts of the plant. A potted plant Over several weeks: Fruits and vegetables  Children will make accurate http://theseedsite.co.uk/ measurements of height of dispersal.html plants. http://www.zephyrus.co  Explain how to make measurements which can be .uk/seeddispersal1.html compared with others e.g. I put http://wsgfl2.westsussex the end of the ruler next to the .gov.uk/aplaws/interga stem and just on the soil….. mes/science/v5_Roots3.  Describe the differences in the swf way the plants grew. Leaves Investigation  Relate differences in the way the plants grew to differences Worksheet Two plants – in the leaves. marigolds or Over a period of time: geraniums. Children recognise that plants need water, light and warmth to grow. Measuring apparatus Children can measure specific Syringe for measuring volumes of water. water Children can measure the height of a Food colouring plant. Celery Children can describe what grass or Plastic cups plant deprived of light looks like e.g. Stem Investigation yellow, pale, tall, thin, spindly. worksheet Children explain that this is because the plant did not have light. Soil Children can make generalisations Broad beans (1 per about the results e.g. the same thing child) happens to other plants or if you put Clear plastic cups (1 the plant back in the light it will go per child + 4 for green again. AFL investigation) Rulers, syringe / Measuring containers Designing a seed packet ppt A1, TEACHERS TV - Links and brief info for each of the downloads from the website – YEAR SIX Y6 Modelling Light http://www.teachers.tv/videos/modelling-light Rachel Dixon, Year 6 teacher at Primary School presents her lesson on light. She aims to get her pupils to understand that light travels in a straight line from a light source, reflects off an object, then mirror and then into the eye. Rachel models what is happening with a torch, teddy, mirror and ribbon to represent the light. Working in small groups in the school hall, she then gets her pupils to build their own model and draw what is happening on a large sheet of A3 paper. This video is part of the Lesson Planning Pack - Light for KS2 science, which includes two lesson starters, one great lesson idea and a CPD discussion. Y6 Light – Successful Strategies http://www.teachers.tv/videos/light-successful-strategies Three education professionals discuss a science lesson delivered by Rachel a Year 6 teacher at Primary School on modelling light. The panel also discuss some of the difficulties teachers have in teaching light, as well as talking about how to help pupils develop their scientific language. The contributors are primary maths consultant Rosemary Feasey, science coordinator Anne and Year 6 teacher, Rachel This video is part of the Lesson Planning Pack - Light for KS2 science, which includes two lesson starters, one great lesson idea and a CPD discussion. A1, A5 TEACHERS TV - Links and brief info for each of the downloads from the website – YEAR FIVE Y5 The Apprentice Electrician. http://www.teachers.tv/videos/the-apprentice-electrician Tracy Year 5 teacher at Primary School , presents her lesson on becoming an apprentice electrician. Working in groups and using their electrician’s toolbox, the pupils have to perform a variety of timed tasks in order to receive their certificate. Tasks include making a circuit with a light in it, making a circuit with a buzzer and making a circuit with two lights. Once these tasks have been successfully accomplished the groups are then asked to design and build a burglar alarm. This video is part of the Lesson Planning Pack on electricity for KS2 science, which includes two lesson starters, one great lesson idea and a CPD discussion. Y5 Problem Solving with Electricity http://www.teachers.tv/videos/problem-solving-with-electricity Rosemary Feasey, primary maths consultant, Tracy , Year 5 teacher and Anne , science coordinator at Primary school , discuss what worked well in the Tracy’s lesson on becoming an Apprentice Electrician. They then discuss some of the difficulties teachers have in teaching electricity as well as talking about Personal Capabilities in Science, the skills that make scientists. This video is part of the Lesson Planning Pack on electricity for KS2 science, which includes two lesson starters, one great lesson idea and a CPD discussion. A1, A2 Y5 Forces/Weight lesson observation Judgement = GOOD Modelling AFL Exploring and observing Dialogic teaching AFL Using ICT to support learning Using scientific vocabulary A1, C1, B2, C2, B3, A2 Annotated lesson plan for Y5 Forces/Weight lesson Dialogic teaching Use of resourcs for practical science SC 1 investigation AFL: Success Criteria + Plenary questions planned Use of ICT – Espresso link to support learning Evidence of teacher’s formative assessment strategies at the end of the lesson against preplanned plenary questions A1, A2, C1 Y6 Dissolving lesson observation. Judgement = SATISFACTORY with strong elements of GOOD AFL Dialogic teaching Using ICT to support learning Feedback focussed on supporting teacher to develop science 1 skills of children as independent learners. For this teacher, modelling would have helped Dialogic teaching + AFL Good quality resources A1, C2, C1, B3, B2, Annotated lesson plan for Y6 Dissolving Dialogic teaching: planned questions to support formative AFL Children’s application of scientific skills planned for. Groups working independently on challenging investigation SC 1 investigation – children decide focus of investigation in their groups Dialogic teaching and AFL Planned assessment opportunity – (this should read assessment statement) which indicates an assessment opportunity to focus on within the lesson A1, A2, A1, B2, B3, Y6 Light Lesson (Lesson 3 of sequence) filmed for Teachers TV Practical science Modelling Exploring and observing Dialogic teaching and AFL Assessment statement: Recognise that light travels from a source. Know that when light hits a shiny surface it is reflected. Know that light sources are seen when light from them enters our eyes. Planned assessment opportunity: indicates an assessment opportunity to focus on within the lesson Children’s work AFL - teacher’s comments responded to by children Children’s work AFL - teacher’s comments responded to by children A1, We also drew around Shanice’s shadow every hour. Slide from Y6 work on shadows – shows use of outdoor classroom for practical science work Measuring Whole investigations are happening Exploring and observing How did her shadow change through the day? Our interactive and informative displays demonstrate how science is valued and celebrated in our school. A2, Our interactive and informative displays demonstrate how science is valued and celebrated in our school. Crosscurricular link with literacy in Y1 The development of our nature garden since Autumn 2010. From designing, to building, to a display of progress to the beginnings of planting A1, D2 An AST from our local secondary school worked with Y5 and Y2 teachers and classes Vacuum flask Sixth form science ambassador Van de Graaff generator with wig on demonstrating static electricity in Y2 Differentiation strategy – in marking teacher guides children to which question they need to answer Storage of resources Widget symbols used at Workstation Release of the butterflies. Y4 summer term. A2 Owls came to visit Y3+4. In Y6 science club we grew our own radishes from seeds. Y4 made some musical instruments as part of their creative science project Reception Creative Curriculum Day Staff are using the science scrutiny of work form to monitor science books within their year groups. Initially, teachers used the sheet independently for their class then all teachers in the year group joined together to agree year group actions. Individual class teacher’s response. Amalgamated responses and actions agreed by whole year group.