Additional
support - topical
science at early
level
Why consider
topical science?
Sources of
information
Topical science support
for all levels
Links to the
world of work
and careers
Classroom
activities
Podcasting to
support topical
science
Case studies
Why consider topical science?
‘By considering current issues of science,
learners increasingly develop their
understanding of scientific concepts and
their capacity to form informed social,
moral and ethical views. They reflect upon
and critically evaluate media portrayal of
scientific findings.’
Curriculum for Excellence - sciences
experiences and outcomes
Topical science experiences and outcomes
The table below shows Topical Science in the Curriculum for Excellence sciences experiences and outcomes.
Although it is shown as a line of development, opportunities should be provided for the inclusion of topical
science in all aspects of learning within the sciences.
By considering the language used at each level we can ensure progression, development of the four
capacities and skills development, including the development of literacy skills.
Topical science
Topical science
By considering current issues of
science, learners increasingly
develop their understanding of
scientific concepts and their
capacity to form informed social,
moral and ethical views. They
reflect upon and critically evaluate
media portrayal of scientific
findings.
Early
First
Second
Third
Fourth
I can talk about science stories
to develop my understanding of
science and the world around
me.
SCN 0-20a
I have contributed to discussions
of current scientific news items
to help develop my awareness of
science.
SCN 1-20a
Through research and discussion I have
an appreciation of the contribution that
individuals are making to scientific
discovery and invention and the impact
this has made on society.
SCN 2-20a
I can report and comment on current
scientific news items to develop my
knowledge and understanding of topical
science.
SCN 2-20b
I have collaborated with others to find and
present information on how scientists
from Scotland and beyond have
contributed to innovative research and
development.
SCN 3-20a
Through research and discussion, I have
contributed to evaluations of media items
with regard to scientific content and
ethical implications.
SCN 3-20b
I have researched new developments in
science and can explain how their current
or future applications might impact on
modern life.
SCN 4-20a
Having selected scientific themes of
topical interest, I can critically analyse
the issues, and use relevant information
to develop an informed argument.
SCN 4-20b
The words highlighted in this experience and
outcome provide information about the skills
that will be developed by the learner.
Many of the skills are literacy skills.
I have contributed to discussions of current scientific news
items to help develop my awareness of science.
SCN 1-20a
Contributing to the development of literacy
skills.
Literacy is a medium through which children and young
people access most information and learning. The possible
approaches used in the delivery of topical science are literacyrich and especially strong in the areas of listening and talking
and reading.
Listening and talking for learning
Children and young people will engage with others in group
and class discussions of topical science issues in a challenging
way, at a level commensurate with their level of competence.
They will learn collaboratively, explain their thinking to others
and explore factors which influence and persuade them in
order to think about the reliability of information.
Reading for learning
Finding, selecting, sorting, summarising and linking
information from a variety of sources will be a feature of the
learning experience. Understanding the differences between
fact and opinion will be an important literacy skill that can be
developed.
Progression in skills development will take
place from early through to fourth level.
This is shown by the comparison of
experiences and outcomes from two
different levels.
Through research and
discussion, I have contributed
to evaluations of media items
with regard to scientific content
and ethical implications.
Having selected scientific
themes of topical interest, I can
critically analyse the issues, and
use relevant information to
develop an informed argument.
SCN 3-20b
SCN 4-20b
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Sources of information
Information on topical science can be gathered from a number of sources
including:
• Newspapers
• Online newspapers, eg Scotsman, Herald, Guardian, Times online etc
• Children's magazines, eg National Geographical Kids, CBBC magazines
• BBC websites / BBC News round
• Science museum website www.talkscience.org.uk
• Scientific press and journals (New Scientist, Scientific American etc)
• Twitter – by following NASA, New Scientist etc you can receive updates,
news articles and web links as events happen
• RSS feeds from websites and from Glow national science page.
Using newspapers in science
In order to engage with science news stories in a meaningful
way, learners need to develop a basic understanding of the
structure of newspapers and features of articles: headline,
introductory paragraphs and their function, use of quotes,
captions etc.
Developing scientific literacy and critical thinking requires
the teaching of further higher order skills. Learners need to
be taught to reflect on issues such as:
• Authority – Who are the authors? Are they credible? Was
this written by a science correspondent?
• Objectivity – Is there any bias?
• Sensationalism – Does the language used involve emotive
language?
• Accuracy – Who carried out the studies? Have the results
been replicated?
• Statistics – Are the figures misleading?
“By encouraging young people
to engage with science-related
stories in the media, and
equipping them to engage
reflectively and critically with
such stories, we are
contributing to their
empowerment as citizens in our
increasing information rich
society.”
Jarman and McClune, Science
Newswise, (2005)
How newspapers can be used in science
There are many different ways that newspapers can be used to support learning in the
sciences. Below is a list of some of the ways that teachers can help young people
engage with science in the media:
• Making topical science connections to a particular programme of study
• Communicating current research
• Promoting interest/wonder in science
• Responding to a story
• Identifying/understanding evidence
• Critical analysis of research
• As a stimulus to further enquiry/research
• Looking at ethical issues
• Issues of presentation by the media, eg simplifying complex research for an
audience.
Jarman and McClune, Science Newswise, 2005, Queen’s University, Belfast
Interdisciplinary learning using newspapers
Using articles of scientific news also provide rich opportunities for interdisciplinary
working between subjects and departments. Some examples are given below:
Developing literacy skills
• Analysing the features/types of language used in articles
• Promoting active reading
• Identifying viewpoints/bias
• Use of images.
Developing numeracy skills
• Analysing data from charts
• Understanding statistics and how these can be misleading.
Social studies/technologies/expressive arts
• Identifying ways that sciences and technologies impact on people
• Looking at the historical role of scientists and their impacts on society
• Considering innovation and creativity in the design of publications.
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Suggestions for classroom activities are
indicated in the experiences and outcomes.
Through research and discussion I
have an appreciation of the
contribution that individuals are
making to scientific discovery and
invention and the impact this has
made on society.
SCN 2-20a
science in the
news
classroom
display
presentation
of research
findings to
the class
Through research and discussion I have an
appreciation of the contribution that
individuals are making to scientific discovery
and invention and the impact this has made
on society.
SCN 2-20a
individual
research or
collaborative
group
working
discussion of
news items
You choose the news
‘You choose the news’ is an interactive
game developed by Dr Eleanor Gilroy at
the Scottish Crop Research Institute. It
allows players to create a TV news item
about the impending EU chemical
pesticide ban and the potential effects
and solutions to this proposal. By
selecting from a series of short video
clips players can produce their own
news item and when completed the
game will tell players just how biased, or
not, their news clip is.
As well as considering an area of topical
science, this resource can be used to
develop literacy skills and provides a
topic for debate in science.
www.scri.ac.uk
Climate Change – Choosing our tomorrows
This resource, produced by the Macaulay
Land Use Research Institute, comprises of
three sets of video diaries recorded by
members of the same farming family living
in East Lothian in 2050. It can be used as a
focus for debate and discussion on an area
of topical science.
Each set of diaries describes their lives in
different futures depending on how we
have responded to the challenges of
climate change.
The purpose of the diaries is to highlight
how the choices that we make today will
affect how we live in the future. It can also
be used to stimulate discussion on the
skills required for jobs of the future and
the important role of entrepreneurial
activities.
www.macaulay.ac.uk
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Case Studies
Pam Ferguson, a teacher at Dollar Academy, has explored learning in the area of
topical science.
Listen as Pam discusses the following themes relevant to topical science.
•Why do topical science?
•Examples of classroom activities
•Approaches
Download this document to see a list of resources used by Pam
•Useful resources
The science department at Webster’s High School in Kirriemuir, Angus uses science
notice boards to add relevance and to link topics to real-life issues.
Click on the link below to find out more.
http://www.ltscotland.org.uk/sharingpractice/s/sciencenewsboards/introduction.asp
?strReferringChannel=sharedsharingpractice
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Podcasting
What is a
podcast?
How to listen to
podcasts
Other useful
resources
Podcasting
The University of
Strathclyde
SSci pod project
How to make a
podcast
Science podcasts
on the internet
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Podcasting
Podcasting is a powerful way of allowing children to share their work and
experiences with a potentially huge audience over the internet. Schools are
increasingly using the internet to promote what they do and to celebrate the
achievements of their children. Podcasting is an excellent way of exploring
topical science issues. It also contributes to the development of literacy skills.
What is a podcast?
A podcast is like a radio show. However, instead of being broadcast live, a
podcast is recorded and then distributed over the internet, so that you can
listen to it whenever you please. There are thousands of podcasts available,
ranging from general interest entertainment shows to those which focus on
specific topics (eg science / computers / music / education).
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How to listen to podcasts
You can usually listen to podcasts directly on the websites of those people who
make them (see science podcasts on the internet section for examples).
However, you can also "subscribe" to podcasts using software like iPodder and
iTunes. These programs will automatically download the latest shows, and you
can then listen to them on your computer and download them onto an mp3
player. To subscribe to a podcast, you need to know the RSS feed (this
information should be on the podcaster's website). iTunes has its own
directory, where you can subscribe to a show, simply by clicking the "Subscribe"
button.
Source:
http://www.teachingideas.co.uk/ict/podcasting.htm
The link below is to an interactive introduction to podcasting from the BBC
along with some FAQ’s.
http://www.bbc.co.uk/podcasts/help
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How to make a podcast
The link below gives a step by step by step guide to producing podcasts. Although it is a
resource developed for Modern Language teachers, it can be used in any curricular area.
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Click on the image above to access the LTS
podcasting resources.
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Science podcasts on the internet
Click on the thumbnails below to access a few of the science podcasts available on
the internet. They can be used by staff to keep up to date with developments in
the sciences or by children during research activities.
The Education Podcast Network
Podcasts for educators, schools and colleges
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The University of Strathclyde SSciPod project
Introduction The project has been running with student teachers for the last 3
years. Students work collaboratively to plan, research and produce podcasts on
topical science aimed at an S1/2 pupil audience.
Aims The project aim was to develop literacy approaches in promoting learning
and teaching in the sciences.
Process The students were given the task of producing a 3 minute podcast which
focused them on communicating essential information. The podcasts were
submitted online and there was a time period of 48 hours where students could
listen to each others podcasts and enter into an online dialogue.
Outcomes The project has developed the literacy skills of the students specifically
in talking, listening, reading and writing. It has developed the students confidence
in using literacy approaches in science and provided them with an insight in how
ICT can be used to enrich the learning environment.
Click on the image above to access the podcasts produced by the teaching students at the University of Strathclyde
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Other useful resources
David Noble, a Chartered Teacher who teaches in Fife, explains how he
has used audio files and podcasting with children.
http://www.ltscotland.org.uk/sharingpractice/c/computinggoodpractice
/podcasting.asp?strReferringChannel=curriculumforexcellence
This education podcast database has been constructed and is
maintained by David Noble.
http://podcastdirectory.org.uk/
The NASA DIY podcast resource below allows children to use audio,
video and images to make their own podcasts. This could be used as an
introduction to editing and producing a podcast
http://www.nasa.gov/audience/foreducators/diypodcast/index.html
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Links to the world of work and careers
Potential
benefits
Use of Glow
Community
involvement
Links to the world of
work and careers
Web
resources
STEM
Scotland
Conferences
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Potential benefits
Partnership working with higher
education, colleges, businesses and
learned institutions can give learners
insights into the world of work.
Their understanding of the
opportunities available to them in
the future can be broadened.
“Partnerships may include those with small
companies, social enterprises and
entrepreneurs, providing a strong link between
the school and the local community, as well as
larger national or international organisations.
Through such partnerships, pre-school
establishments, schools and colleges can
benefit from additional expertise and information
about the work and social environment, enabling
effective, relevant and contextualised
approaches to learning and teaching.”
Building the Curriculum 4, skills for learning, skills for
life and skills for work
Links also provide many powerful
and motivating opportunities that
help to contextualise learning and
give it relevance and meaning.
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Use of Glow
Glow, the national intranet for Scotland, has the
potential to enhance partnership working and give
insights into the world of work.
Glow Meet is the web conferencing tool which allows
people to interact using video, audio and a shared
whiteboard space. An example of this being used to
enhance partnership working and provide learners
access to world of work, was the fulmar dissection
which took place at the Seabird Centre in North
Berwick. Wider participation in conferences has also
been enabled through Glow, for example, the Think
Darwin, Think Evolution, Think Now conference.
Seabird post mortem
with Glow Meet
Glow can also be used to access resources and projects
relating to career education and the world of work. An
example of this is the Royal Observatory of Edinburgh
project in which they worked with children and young
people in schools, finding galaxies and exo-planets
using real data collected by astronomers.
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STEM Scotland
STEM Scotland provides information about relevant resources, organisations
and activities for children, young people and their teachers. The organisation
encourages interest and engagement in Science, Technology, Engineering and
Mathematics (STEM).
www.stemscotland.com
STEM Ambassadors
STEM Scotland also manages the STEM
Ambassador programme.
STEM Ambassadors come from a wide
range of industry and educational
establishments across the STEM
disciplines. They seek to inspire young
people to become the scientists of the
future and bring experience of their area
of expertise within the world of work.
Teachers can also use the experience to
gain up to date information on new
developments in science, technology,
engineering and mathematics.
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Conferences
Conferences can provide children,
young people and their teachers the
chance to speak to
scientists/employers who are
working in a particular field, find out
about current research, get insights
into their work and learn about the
career paths they have followed to
get to where they are. It can also
provide an insight into the diverse
world of work of the many members
of staff supporting the scientists.
Information about conferences that
will be taking place in the near future
can be found on Glow.
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Web resources for insights into careers
The ‘Do something different,
do science’ campaign funded
by Scottish Government gives
examples of a wide range of
career opportunities in science.
Teacher TV has videos
in which researchers
or businesses give
insights into their
work/research.
Planet science has a large
database of profiles of
scientists.
Talks by people from a
range of careers including
scientists and engineers.
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Community involvement
Links with the local community can
provide learners with insights into the
world of work and assist in the delivery of
aspects of topical science in an
enterprising way.
Inviting parents/carers in to school to talk
about their careers can be a useful source
of information. It also provides an
opportunity for parents/carers to become
involved in the learning process.
Partnership working with local employers
and businesses can be another useful link
with the community as illustrated by the
case study opposite.
Click on the link above to read
about a nursery class who
were inspired by a science
story to work in partnership
with a farm to hatch eggs and
look after chicks.
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What are science
stories?
Ways to involve
the learner
Different media
to communicate
ideas
Topical science at early
level through science
stories
Useful sources
Examples of
science stories
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What are science stories?
At early level, science stories can be used to
introduce topical science.
Skills that can be developed are highlighted in
the experience and outcome for SCN 0-20a.
I can talk about science stories to develop my understanding of
science and the world around me.
SCN 0-20a
Science stories can be real or
imagined. They can help children
relate to the world around them,
stimulating interest and questions
which can be used as the starting
point for discussion and investigation.
As well as appropriate items of
science news from the wider world,
things that happen in the children’s
lives and the learning establishments
can provide the basis for stories.
Fictional stories that involve science
that children can wonder about are a
further way to stimulate learner
involvement in a science topic.
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Ways to involve the learner
A story that involves science should stimulate children to discuss, ask
questions and explore. This can be done in a variety of ways.
One teacher in a primary 1/2 class stimulated the children’s interest,
questions and ideas at the beginning of their Schoolyard Safari topic using a
clip from a cartoon.
“We started off watching A Bug Life and then had a discussion about how
cartoons have some facts in them and some things that aren't true. Then in
fours they discussed some statements to think about whether they were true
or false. As part of a class discussion we decided what else we thought we
knew and added them on cards to the true side. This then created lots of
questions and ideas for when we began our mini beast safari.”
By stimulating questions and discussion
through a story, the learners were involved
in planning and had a real reason for
investigating.
After closely observing living creatures in
their natural habitats the children were then
able to go back and see where they had got
things right, which ideas needed refinement
and which needed further research.
Children’s learning was given depth by the
creation a safari learning area which added
further challenge.
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Examples of science stories
• Stories that end with an unresolved
discussion or in which different characters
have different ideas e.g. spellbound
science.
• Something that happens in an outdoor
area e.g. puddles freezing.
• A story book that stimulates discussion
and exploration e.g. The Global Garden.
• An interesting news story such as the
anniversary of the moon landings,
inventions or examples of enterprising
activities.
• A story that relates to more than one
curricular area e.g. catching the cold.
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Useful sources
Ideas for science stories can come from a number of sources including:
•
•
•
•
•
•
•
•
•
•
Imaginary contexts
Seasons/festivals
Outdoor learning
Story books
Created sets
Discovery corner
Related to the world around
Something personal
Item of news
Innovations and inventions
All should provide a stimulus to children’s ideas, questions, discussion and
active exploration and investigation.
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Different media to communicate ideas
As learners discover more during their investigations, different media can be
used to help them explore and communicate their ideas.
•
•
•
•
•
•
•
Learning corners/interest tables/displays
Digital cameras
Digital microscopes
Data loggers
Voice recorders
Their thoughts and ideas can be scribed
Class science books.
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