• British Curriculum:
GCSE and A Level
• Co-educational
• Approximately 850
Students on roll
• Non-Selective
• Not for Profit

Whole school approach to teaching and learning

How we get students to contextualize Science in their everyday lives
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How we get students to contextualize Science in their everyday lives

 Contexts and applications of science are used as the starting point for the development of scientific ideas.
 Generate an interest in Science that can be translated into a desire to study Science related subjects post 16

 More interested and motivated by the lesson experience
 this increased engagement might result in improved learning.
 Produces scientifically-literate citizens.
 Students become able to think and act appropriately on scientific matters that may affect their lives and the lives of other members of the local, national and global communities in which they are a part.
 Real-life problem-solving helps to prepare students for complex problems in the real world

 Wider range of teaching strategies (e.g. small-group, role-play, student presentations) than is normally possible with conventional science
 Allows/encourages you to keep up to date with and relate to the latest scientific advances

The context………………………
Hello, and welcome to your forensic science work placement. I’m Dr Sheryl, your mentor.
Yes, that’s me. I can’t wait to get started! I’ve seen lots of forensics on TV, but this is the real thing…
Do you know what forensic scientists do?
4

Engage Elicit Explore Explain Elaborate Extend Evaluate
I’ve just received news of a major crime at an art gallery
4
Activity from the Forensics unit © upd8 wikid, built by cracking science
Activity 1: Scene Setter
This page may have been changed from the original

Which scientific concepts could you introduce using this crime scene?

For example...
Distillation
(to check purity)
Chromatography
(is it now a fake?)
Solubility of substances

1.
To explain what happens to particles in changes of state
How could this be related?
Some of our students will show you!

The Science……………………
Student starts work with the forensic team, is assigned to a case and views the crime scene. Was the painting tampered with?
Students consider how latent fingerprints on the frame can be shown
Students explain how particles were used to show up the fingerprints
Students are shown how iodine can be used to show fingerprints
Students try out using different substances to show up latent fingerprints
Students learn about particles and changes of state
2

Without particles, the thief would never have found the fingerprints.
Explain why .
• Mention what particles in solid iodine look like.
• Mention what particles in iodine gas look like (you can do this with diagrams).
• Explain why the solid iodine did not stick to the fingerprints, but it could when it was heated.
• Use the ideas of particles and energy to explain why the solid iodine changed when it was heated.
Science words to use: solid, gas, particles, sublimation.

The context………………
Context approach allows content to be revisited from many angles
As seen on TV
4 Activity 1: Gastro Heaven

1.
To explain what happens to particles in changes of state
How could you revisit particles in a ‘cook’ unit?

14
Now use my Perfect
Ice Cream recipe sheet to make ice cream and chocolate decorations

1 Put the ice cream ingredients in a small plastic bag.
2 Tie up the opening with a wire fastener.
3 Put the small bag inside a large ziplock bag.
4 Add ice and salt to the large bag.
5 Leave until the ice cream is ready or shake and squeeze the bag until the ice cream is ready.

Engage Elicit
It’s all to do with particles
You can’t see them, but the texture of ice cream depends on them.
Explore
Ice crystals
Explain Elaborate Extend Evaluate
Fat globules
4
Protein particles
Air bubbles
Activity 2: Making Ice Cream