Presentation (PowerPoint)

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Horton Kirby
Environmental
Education
Centre
How can environmental projects
enhance pupils scientific
understanding ?
Observational skills
• An opportunity for
children to use all their
senses to find out more
about the natural world
Understanding
what plants need
to grow
Understand the
lifecycle of plants
Understanding
habitats
Understanding
adaptation
Identifying different
organisms
Understanding the
needs of animals
Which scientific
skills and
understanding can
be developed using
the outdoors?
Understanding
properties of
rocks
Understanding animal
behaviour
Understanding the
relationship between
animals and plants
Understand food
chains
Understand
energy
Plants Identification
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Gatekeeper
OPAL
Woodland Trust
Field Studies Council
Science
Animal Identification
charts -
Menu
Science
Science
Nature Trail
• Could you develop a
route around your
habitats?
• Can a plaque be placed
in the different habitats?
• Can you gather
information at different
times of the year from
the different places?
Science
Being a Camera!
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Establish a field of vision by extending your arms in front of
you, hands in a fist with the thumbs pointing straight up. Look
carefully at the “picture” framed by your thumbs. Keep your
head still and move your eyes from left to right and vice-versa
as a wide angled lens. Observe carefully your “picture”. Look
away and sketch what you saw.
Zoom lens – use both hands to form a tube [or use a
card/wooden disc with a hole in the centre or cardboard tubes
of varying diameters] and focus on something in the distance,
particularly concentrating on shape and colour.
Close-up lens – zoom in to the ground at your feet with your
zoom lens. Find something to look at closely.
Rose tinted spectacles. Look at your surroundings through
coloured acetate sheets either taped on to cardboard tubes or
in picture frames
Science
Touchy egg boxes
• Words of opposite meaning written on the
bottom of the boxes – wet/dry,
rough/smooth, dead/alive, shiny/dull etc.
• Find three pairs of things that match your
opposites and place in adjacent pairs of
holders in the egg box.
• Swap boxes and guess the words from the
contents.
Coloured Worms - camouflage
Science
Coloured worms. Use coloured pieces of wool about 7cms long
in groups of ten pieces per colour. Hang them on bushes,
trees, shrubs, on the ground. Story about a local farmer and
his worm farm, growing them for
fishermen/scientists/restaurants/good EU subsidy. They’re
very valuable because of the wonderful colours they’re bred
in and some have escaped. They’re kept in groups of 3/5/10
and X number of these groups have escaped. Help him find
them. Embellish the story as required and depending on
location
Pastry worms for gulls!
Science
Pitfall traps
Science
Collecting minibeasts
ICT
Use of ICT
Science
Blindfold Trail
Science
Magic Water!
• Pick up small interesting things – leaves, grass,
flowers, twigs, [care needed] – and smell
them. [Beware of allergies.]
• Crush them and put into a plastic cup of
“magic water”. Smell them. Make a cocktail
and see who has the nicest/worst smelling
cup.
Woodland Concert and
Animal Ears
Science
• Sit in a secluded place with a “magic” crystal
held tight in your hands. Close your eyes and
the “magic” crystal helps you to hear the
woodland concert.
• Cup hands around ears to imitate animal ears.
Science
A Sound Map
Science
Canopy gazing
• Study the tree canopy by holding a mirror
horizontally on the nose just below the eyes.
Look down into the mirror to see the tree
canopy.
Science
Nature’s Palette
• Artist palette shaped piece of card with
pieces of double sided sticky tape stuck on.
Each person/pair/group collect things to
remind them of the walk and to show
nature’s variety.
• Could also stick paint chart samples on and
ask children to match what they find to
colours. BUT discourage too much picking.
Good to use as part of a display.
Science
A Journey Stick
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As of October
2012
Plants for Invertebrates
24th
primroses
Meadow 1
Meadow 2
hayrattle
Wood
anenome
bluebells
cotoneaster
rose of sharon
bugle
budlea
foxglove
geranium
Patio
Comfrey
(purple)
Shelter
Comfrey
(white)
Menu
What animals need to
stay alive
Which animals can we provide with food/water
and shelter?
Invertebrates – a place to hibernate
Birds – tables, feeders, nests, nesting
materials hanging up
Small mammals – a place to hibernate
Amphibians – a place to spend the winetr
Menu
What helps plants to grow
• Investigation over time – cover up areas of
grass – measure the grass over time and make
observations.
• Investigation over time – grow plants in pot
plants; add different amounts of water and
measure over time. Place some in greehouse.
Menu
Lifecycle of plants
• A metre square garden – children can plant a
couple of seedlings of different plants. Take
photos over time.
Science
Plants - Estimating age of living tree
If you have chosen a tree in
woodland, divide the
circumference in centimetres by
1.25.
If you have chosen a tree in an open
space, divide
the circumference in centimetres by
2.5.
Maths
Height of places
Place
Distance
from place
(m)
Degrees of
elevation
Height of
the place
(m)
E. Fir tree in garden
F. Oak tree at back of
classroom
G. Cherry tree by
hibernation area
H. Holy tree by logs
I. Fir tree at bottom of
wildlife area
Menu
Understanding habitats
Which types of habitats can you create at
school?
1. Rockeries/log/hot spots piles/pit-fall traps for mini beasts
2. Composters
3. Grasslands/Meadows
4. Hedgerows
5. Herb Gardens
6. Marshlands
7. Trees
8. Vegetable plots
9. Butterfly/bee garden
10. Ponds
11. Hibernating areas (minibeast hotel)
Science
What type of pond?
Hibernating Areas
DT
Science
Build a nest using
newspaper strips
and tape.
Can it hold four
mini-eggs?
And a tennis ball
(parent bird)?
Science
Pattern-seeking
• What sort of information/data could you
collect from different habitats throughout the
year?
Menu
Adaptation
• Create their animal for a particular
environment.
• Provide the children with lots of props (e.g.
snorkel, flippers, wings, etc) – can they
become the animal and explain how it is
suited to where it lives.
Menu
Food chain headbands
• Children choose a headband.
• They must arrange themselves into a food
chain without saying what they are.
• They can pass along an arrow to show the
passage of energy.
Menu
Animal behaviour - Being a minibeast!
Science
• Use some drama to shrink the children. With a
hand lens, 2 metres of string and some
cocktail sticks they go on a journey as an
animal.
• They place their flags where they see
something interesting or meet another
animal.
• They can then take a partner through the
journey – talking about the life of the animal
Menu
Science
Curiosity Corner in the Classroom
• What could be in it?
Recording and sharing
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Learning log/diary (big books)
Photos and video
ICT – comic life, 2connect
Regular sharing in assemblies
Water - Geological rockery –
permeable rocks; aquifers
Science
Geography
Geography
Water - Investigating soil
Science
Menu
DT
Energy - Mini Greenhouse
Science
DT
Science
Energy - Heating water using the Sun
Black bin liner
Cardboard box
DT
Energy - from water power
Science
DT
Science
Weather - Making an anemometer
Geography
cane
Broom handle
Menu
DT
Anemometer and weather vane
Geography
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Science Programme of Study: Key Stage 1
The teaching of science in Key Stage 1 should introduce pupils to a variety of plants and
animals (including humans), materials and physical phenomena.
Pupils should study (by working scientifically, working practically, and using a variety of
research methods including using books and ICT):
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Basic structures and simple classification of common plants and animals
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Life processes, including growth, reproduction and feeding, and growing plants
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Habitats, including food chains
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Simple physical properties of everyday materials in relation to their uses
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Sources of light
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Night and day, and the movement of the Sun across the sky
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Forces that make things move, speed up and slow down, and change shape.
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Science biographies, for example, Charles Darwin.
‘
Science Programme of Study: Key Stage 1
• ‘Working scientifically’ is to be delivered through the teaching of
substantive subject content, and is not to be taught separately as content
in its own right. In Year 1 and Year 2, ‘working scientifically’ includes
aspects of:
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Observing closely using simple equipment
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Performing simple tests
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Identifying and classifying
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Recording findings in various formats.
• Ensure pupils read and write scientific vocabulary, consistent with their
phonic knowledge at Key Stage 1.
Science Programme of Study: Lower Key Stage 2
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The teaching of science in Lower Key Stage 2 should ensure that pupils know about a variety of plants and animals
(including humans), materials and everyday phenomena.
Pupils should study (by working scientifically, working practically, and using a variety of research methods including
using books and ICT):
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The function of different parts of plants, and what plants need to survive
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What animals need to survive
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Movement in vertebrates, including humans
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Classification of living things: plants and animals
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Human digestion
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Food chains and food webs
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Introduction to evolution and inheritance
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Everyday materials that are attracted to magnets, or that sink/float
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How to make a magnet and the properties of magnets
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Simple physical properties of some kinds of rocks, and how rocks and fossils are formed
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States of matter and changes of state, with particular reference to water
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Sources of sound
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Light and shadows
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Solar systems and galaxies, including the motion of the Earth in relation to the Sun
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The uses of electricity, and how to wire a simple circuit.
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Science biographies, for example, Carl Linnaeus, Charles Darwin, Nicholas Copernicus, Galileo Galilei and Neil Armstrong.
Science Programme of Study: Lower Key Stage 2
• ‘Working scientifically’ is to be delivered through the teaching of
substantive subject content, and is not to be taught separately as content
in its own right. In Year 3 and Year 4, ‘working scientifically’ builds on
earlier content and also includes aspects of:
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setting up simple comparative and fair tests
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beginning to make accurate measurements using standard units
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recording findings in various formats
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reporting on findings
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using results to draw conclusions and make predictions for setting up
further tests.
• Ensure pupils read and spell scientific vocabulary correctly and with
confidence, using their growing knowledge of spelling patterns and rules.
Science Programme of Study: Upper Key Stage 2
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The teaching of science in Upper Key Stage 2 should ensure that pupils know about a variety of plants and animals
(including humans), materials and everyday phenomena.
Pupils should study (by working scientifically, working practically, and using a variety of research methods including using
books and ICT):
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Life cycles, including reproduction and growth
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Human circulatory system and gaseous exchange
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The diversity of organisms, including classification
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Life processes, including reproduction
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Inheritance and evolution happening over long periods of time
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Testing everyday materials for: hardness, solubility, conductivity (heat and electricity), magnetic behaviour
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Properties of everyday materials and reversible change
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Changes that form new materials and are hard to reverse
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Types of force and measurement of forces
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Electrostatics and magnetism
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The basic parts of a simple electric series circuit; short circuits
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The ray model of light.
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Science biographies, for example David Attenborough; Gerald Durrell, William Harvey, Galen, Charles Darwin, Sir Isaac
Newton, and the Wright Brothers.
Science Programme of Study: Upper Key Stage 2
•
‘Working scientifically’ is to be delivered through the teaching of substantive subject content,
and is not to be taught separately as content in its own right. In Year 5 and Year 6, ‘working
scientifically’ builds on earlier content and also includes aspects of:
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Planning investigations, including controlling variables
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Taking measurements with increasing accuracy and precision
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Recording data and results of increasing complexity using various formats
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Reporting on findings from investigations, including written explanations, causal
explanations and conclusions
Presenting reports of findings in written form, displays and presentations
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Continuing to develop the ability to use test results to make predictions to set up further
comparative and fair tests.
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Ensure pupils read and spell all scientific vocabulary correctly.
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Main Differences
Division of the Programme of Study (POS) – There will now be Key
Stage 1 (KS1), Lower Key Stage 2 (LKS2) and Upper Key Stage 2 (UKS2).
Planning issue
Scientific enquiry – now changed to ‘working scientifically’.
KS1 – Many components of Scientific Enquiry missing: ask questions,
think about what might happen, recognising a test as fair/unfair,
controlling risks, and reviewing their work. The emphasis in KS1 and
LKS2 seems more on developing understanding through comparative
testing than on doing fair tests.
Demonstrations – this has been highlighted as a teaching strategy
Structure of a lesson issue
Coverage – Within each Key Stage schools have the flexibility to
introduce content earlier or later than set out in the POS. In addition,
schools can introduce key stage content during an earlier stage if
appropriate. Planning issue
Key stage 1 – Year 1 do not do ‘materials’, ‘sound’, ‘forces’, or
‘electricity’. Planning issue
Biographies – Resources issue
Using outdoor environments all year. Planning issue
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