Year 7
Science Transition Project
Why do Penguins huddle?
March of the Penguins
APP Guidelines
Since the development of the ‘Why do Penguins huddle’ activity, guidelines for Assessing Pupils Progress have been produced. This
document suggests a number of ways that pupil performance could be assessed using the Penguins activity. The tables are not
exhaustive but simply demonstrate a number of ways of assessing pupils. In order to make the assessment manageable we would
advise that pupils are only assessed on 1 or 2 AFs during this activity. In this way teachers should be able to establish prior levels
of understanding from Key Stage 2 and suggest 1 target for improvement for the pupils in the short term. The tables do not
include all of the assessment criteria, only the criteria easy to assess using this activity have been selected. For pupils to get
above level 5 they would need to develop the basic method and investigate a more complex question.
This document and other resources can be downloaded from the www.Bucksgfl.org.uk/science website.
Produced by: Buckinghamshire Science Team
Advanced Skills Teachers (Gwen Calder, Sam Bennion, Barry Grace)
Secondary Science Consultants (Karen Crinyion and Shane Clark)
www.bucksgfl.org.uk/science
File: Penguin Project APP
Page 1 of 5
Buckinghamshire Science Team
AF1 – Thinking Scientifically
Level
6
5
4
3
APP criteria
Amplification: The pupil can:
Identifies the strengths and weaknesses of particular
models
Identify strengths and weaknesses with the boiling tube
model as a model of heat loss in lone and huddling penguins
Explain processes or phenomena, suggest solutions to
problems or answer questions by drawing on abstract ideas
or models
Explain the significance of huddling, using the results of the
experiment and prior scientific knowledge of methods of
heat loss, to illustrate how huddling reduces the rate of
heat loss
Describes how the experiment shows that huddling keeps
penguins warm by comparing overall heat loss for the lone
tube versus the huddling tubes
Relate the single boiling tube to a lone penguin and the
group of boiling tubes to a huddle of penguins
Uses simple models to describe scientific ideas
Represents things in the real world using simple physical
models
File: Penguin Project APP
Page 2 of 5
Buckinghamshire Science Team
AF3 – Communicating and collaborating in science
Level
6
5
4
APP criteria
Amplification: The pupil can:
Choose forms to communicate qualitative or quantitative
data appropriate to the data and the purpose of the
communication
Decide on the most appropriate formats to present sets of
scientific data, such as using line graphs for continuous
variables
Produce a report on the investigation using the results table
and line graph to illustrate the effects of huddling. The
report should include a conclusion explaining how huddling
reduces heat loss
Draw a line graph showing heat loss over time for the lone
penguin and huddling penguins
Select appropriate ways of presenting scientific data
Design results table to include units of measurement
Use appropriate scientific forms of language to
communicate scientific ideas, processes or phenomena
Draw a simple bar chart illustrating total heat loss
Use scientific and mathematical conventions when
communicating information or ideas
Present simple scientific data in more than one way,
including tables and bar charts
3
Record the results of the experiment in a simple table, or
by a picture or labelled diagram
Use scientific forms of language when communicating simple
scientific ideas, processes or phenomena
File: Penguin Project APP
Page 3 of 5
Buckinghamshire Science Team
AF4 – Using investigative approaches
Level
APP criteria
Amplification
Apply scientific knowledge and understanding in the planning of
investigations, identifying significant variables and recognising
which are independent and which are dependent
6
Justify their choices of data collection method and proposed
number of observations and measurements
Collect data choosing appropriate ranges, numbers and values for
measurements and observations
5
4
Repeat sets of observations or measurements where appropriate,
selecting suitable ranges and intervals
Select appropriate equipment or information sources to address
specific questions or ideas under investigation
Make sets of observations or measurements, identifying the
ranges and intervals used
Identify one or more control variables in investigations from
those provided
3
Select equipment or information sources from those provided to
address a question or idea under investigation
Make some accurate observations or whole number
measurements relevant to questions or ideas under investigation
File: Penguin Project APP
Page 4 of 5
It is unlikely that pupils would be able to reach this level
with the simple equipment provided. To get a level 6 pupils
should be showing an awareness of the need to use more
accurate equipment such as dataloggers and recognise the impact
of human error when using a thermometer.
For pupils to access level 6, they would need to do a more
complicated investigation such as how does the exposed surface
area of the lone penguin affect heat loss compared to the
exposed surface area of the huddling penguins.
Record temperature at 30s or 60s intervals. Record a minimum
of 5 results. Collect 3 sets of results and use these to calculate
an average result.
Plan to carry out the investigation using 1 boiling tube to
investigate heat loss in lone penguin and a number of tubes
grouped together to investigate heat loss in a huddle
Record at least 5 results, measuring temperature of the water in
the tubes at regular intervals
Identify one way of ensuring this is a fair test: having the same
size boiling tube, volume of water, time interval to record
temperature etc
With direction, use 1 boiling tube to investigate heat loss in lone
penguin and a number of tubes grouped together to investigate
heat loss in a huddle
Measure total heat loss in lone penguin against huddling penguins
Use a stop watch and thermometer accurately
Buckinghamshire Science Team
AF5 – Working critically with evidence
Level
6
5
APP criteria
Amplification
Draw conclusions that are consistent with the evidence they have
collected and explain them using scientific knowledge and
understanding
Explain the results of the experiment using scientific knowledge of
methods of heat loss. Relate the results of the experiment to lone
penguins and huddling penguins.
Interpret data in a variety of formats, recognising obvious
inconsistencies
Explain the results of the experiment referring to the results
table and / or line graph and relate to lone and huddling penguins
Provide straightforward explanations for differences in repeated
observations or measurements
Identify any anomalous results and suggest explanations
Draw valid conclusions that utilise more than one piece of
supporting evidence, including numerical data and line graphs
Evaluate the effectiveness of their working methods, making
practical suggestions for improving them
Identify patterns in data presented in various formats, including
line graphs
4
Draw straightforward conclusions from data presented in various
formats
Identify scientific evidence they have used in drawing conclusions
3
Identify sources of error with the experiment and suggest ways of
making the investigation more accurate and reliable
Describe the results of the experiment as illustrated by a bar
chart or simple line graph
Describe one problem with the method and how the method could
be improved
Suggest improvements to their working methods, giving reasons
Identify straightforward patterns in observations or in data
presented in various formats, including tables, pie and bar charts
Write a simple sentence describing the difference in total heat
loss of lone penguin compared to the huddle of penguins
Describe what they have found out in experiments or
investigations, linking cause and effect
Suggest 1 way of improving the experiment
Suggest improvements to their working methods
File: Penguin Project APP
Page 5 of 5
Buckinghamshire Science Team