Project to prepare pupils for new coursework

Originally designed for students taking OCR Gateway Science One but equally useful for other courses where science skills are important.   Students are prompted to plan an investigation about fitness and how to measure it using skills that will be involved in GCSE ISAs.   There are several parts to this resource including student planning sheet, peer assessment sheet, a terminology card sort and links to other TES resources.

The Effect of Processed Food on Health

A useful internet research task on processed food in which students are given a set of web links to use for their research.

Investigating Saliva

An activity in which students carry out research activities on saliva (amylase) activity.  Students work in groups to carry out their investigation on a single variable and then pool their results at the end in a similar way to how professional scientists carry out research and communicate their results.  Contains worksheets and supporting PowerPoint.

Elastic Bonds

I found the instructions for this topic confusing to a non-chemist like me, but I liked the concept.  Students use elastic bands and their fingers to model how bonds are formed between atoms – a good kinaesthetic activity.

Sorting exercise red cabbage indicators

A card sort for the method of extracting the dye from red cabbage and testing household chemicals.  Useful for SEN students and exemplifies an approach to working with SEN and EAL students.

Element bingo – now with 30 chemical elements.

This resource is an interactive bingo game to match the name of common chemical elements to their symbols (or vice versa).  Can be used on an interactive board or on individual computers since the resource is an excel spread sheet.

Atomic and electronic structure top trumps

Get your students to make and play top trumps with the first 20 elements from the periodic table.  Could be very useful for BTEC science and a good way to get students to present their research from the internet or a periodic table.

Taboo Revision Game – 9F Patterns of Reactivity

Revision game based around the Taboo game in which students have to describe a word to their partner without saying any of the words on their card.  Useful for developing communication and literacy skills (especially with the new Ofsted framework).

Beetroot Investigation

A PowerPoint driven activity in which students have to plan an investigation to find out if temperature affects how much dye you can extract from beetroot.  Guides students through the whole process with levelled outcomes too.  Useful if you want to strengthen coverage of your how science works skills in your schemes of work.

Photosynthesis Game

Starter activity for limiting factors (photosynthesis) in which students take cards from a pile which have a factor on that changes the rate of photosynthesis.  Students are then asked to categorise and summarise the limiting factors at the end of the activity.  A good engaging activity to get students working collaboratively and discussing the science as they work.

I’ve picked resources that show a different approach or that can easily be modified to suit another topic.  They are worth downloading and slotting into your existing schemes of work – I hope you find some of these useful.

Digestive system game for all abilities and EAL

This is a simple game that can be adapted to suit any topic or ability (could even be used with symbols if necessary).  Students have matching grids and both have words missing.  Students have to identify the missing word by asking their partner yes/no questions.  Potentially great for boosting literacy and communication skills.

Mendelian Genetics with the Simpsons

An excellent set of resources to tackle the difficult concept of inheritance.  The resources consist of a PowerPoint and worksheets which use the Simpsons characters instantly guaranteeing engagement from students.  The students complete ‘Punnett diamonds’ to demonstrate their understanding of the genetics involved on one of the differentiated worksheets supplied.

BTEC Applied Science Unit 13 Forensics

This resource takes the form of a PowerPoint with a forensics theme, focusing on a real crime from the news.  The PowerPoint leads us through the evidence the police collected and the reasoning behind the collection of evidence.  A great example of the application of science to everyday life and jobs.

Unit-less treasure hunt

A great resource from our own Alessio at the TES.  Clear instructions are provided in case my description doesn’t do the resource justice.  Students are taken on a treasure hunt in which the units are not given/ambiguous so that students learn the importance of units in scientific research.

blankety blank game

Perhaps more interesting to those of us who are old enough to remember watching this TV programme in its heyday, this resource is based around the TV game show if Blankety Blank.  The resource consists of a PowerPoint presentation and sound files from the popular quiz, and is a multiple choice quiz with a twist.  The powerpoints could be edited to change the topic or to make it suitable for students of differing ability.

Exchange in other organisms game

A card based activity in which students have to collect a set of facts relating to exchange in living organisms.  They do this by collecting a set of cards that relate to an organism (there are several cards for each organism) and extracting facts from the set to complete a worksheet.  This activity could be completed in groups of varying size or individually with only minor modification.

activity based on upd8 on MMR

This activity draws on printed material from the up8 site about the controversy surrounding the MMR vaccine and alleged links to autism.  Students carry out analysis of data using terms such as reliable to look at the issue of the MMR jab.  Useful to back up work on immunity or just the how science works (HSW) skills contained within it.

NIMBY – not in my back yard

A card sort activity for environment topics in which students have to match activities, effects and solutions.  This could be used in groups of varying size or individually depending on the group.  A useful resource for a topic lacking in commercial resources.

I’ve picked resources that show a different approach or that can easily be modified to suit another topic.  They are worth downloading and slotting into your existing schemes of work – I hope you find some of these useful.

The chat session started off discussing the P-levels and the new guidance that had been issued earlier the same day by the DFE.  It was felt that the levels for P7 and P8 were harder than those for level 1 which is supposed to be more challenging.  @Cleverfiend explained that this was because the P-levels were added to the national curriculum as an afterthought.

The topic moved onto strategies to use when teaching SEN or lower attaining students.  I’ve included the twitter ID of those who mentioned each strategy so you can get in touch if you want further details:

• Pictorial or symbolised instructions for use for practical work (also good for EAL learners) – @ejw232 @cleverfiend
• Repetition using different tasks @ejw232
• Use of digital photography to create the method and turning them into a digital photostory @Mallrat_uk
• Use of low literacy activities with not much writing. Collaborative poster work, wipe clean surfaces, pictures instead @90_maz
• For low literacy levels, lots of emphasis on key words, lots of practical, short notes, diagrams @13loki
• A reminder that you may go back to previous key stages or select parts of the curriculum for students who have SEN.  However @cleverfiend reminded chatters that there is already plenty of repetition in the national curriculum as it is!
• Use of symbol software like communicate in print @90_maz (@cleverfiend reminded purchasers to check their stringent copyright terms first)
• Repetition of key words by the class @anhalf
• Relevance to everyday lives. An example given was making speakers from cupcake cases @asober
• An interesting debate broke out about writing on walls and desks (using appropriate pens). @mallrat_uk and @cleverfiend were in favour.
• Use of Velcro to display key words and allow repositioning on wall @cardiffscience
• Voicethread as an assessment tool @asober
• Scaffolding or using writing frames. They allow students to focus on the content rather than the structure @biolady99 @cleverfiend
• Use of random name picking like The Hat to select random pairs @cleverfiend
• Use of special software on iPad to create comic strips @mallrat_uk
• Clear learning objectives, use of WALT and WILF @biolady99

Accreditation at 16 was varied across the schools discussed, ranging from GCSE (AQA B) through BTEC to Entry level.  It was felt that the new format of linear assessment for GCSE wouldn’t suit children with SEN.  The final word however must go to @anhalf who reminded us that “defined learning outcomes, well-pitched lessons are no different for sen than mainstream!”

Useful links:

• Cleverfiend’s site – http://fiendishlyclever.com
• Strata schemes of work for SEN students – http://www.nationalstemcentre.org.uk/elibrary/collection/422/strata-schemes
• @Mallrat_uk’s blackwall with chalk pens – http://t.co/zCqBGfuc
• Cupcake case speakers – http://alessiobernardelli.wordpress.com/2010/09/16/making-paperplastic-cup-loudspeakers-skills-cymru-with-ngfl-cymru/

People who know me and visit my site know that I regularly upload and share resources and ideas from my own classroom, however looking through the TES resources gave me an insight into what might be happening across a range of other teachers’ classrooms.

First of all I was impressed by the altruism of the teachers who had chosen to share resources, with some teachers having  uploaded and categorised dozens of individual resources.  Most of the resources I saw (over 75%) of them were useful or better, and I found many examples that I thought were worth highlighting (and will form the basis of later blog posts).  However as I looked through the resources some nuggets of advice began to form in my head for those who want to share resources.

Explanation.  When looking at some resources it was not obvious how the resource could be used.  A lesson plan or even brief notes of explanation really help someone else see what the author had in mind when they created the resources.

Presentation.  Something as simple as changing font size and line spacing can change how a resource is received by students (and other teachers).  There isn’t really any excuse for a resource that uses half a side of tiny text and lots of empty white space.  Are there any royalty free clipart images you could include to make your worksheets look more appealing to low ability or low literacy students?

Differentiation.  Perhaps you differentiated your lesson or perhaps you changed the activity for a particular group.  Either an included lesson plan or a few lines of text about what you might like to change can make the world of difference to teachers looking to download.

Assessment. Unfortunately we live in a data driven education system.  While this might not be my preferred way of working, we have to play the game by the existing rules.  Adding levels to your learning objectives or outcomes (if you have them) can be a life saver for your time pressed or newly qualified colleagues.

Categorisation.  You created a resource for a specific group and topic.  Make sure when you upload your resources you chose the right categories for your material – that will help others find your resource and increase your audience.

Is it a time saver? It takes a couple of minutes to create a table and put in some headings.  Unless a table (for example a results sheet) is part of another activity, think carefully about if you need to upload it at all.  You don’t have to upload everything you create!

Consider the learning. Ultimately we want to see students learn and make progress.  Does an activity or resource allow a student to demonstrate this progress?  If it doesn’t should you be sharing it as good practice?

I’ve uploaded lots of resources to my own site, and allowed my resources to be uploaded to the TES site.  Perhaps in future I need to eat my own dog food and consider how I might improve the quality of my own resources or the accompanying description to make them more useful to my teaching colleagues. 

I received an email from an exam board today which said:

Once again politics and Westminster teacher bashing takes precedent over the opinions and advice given by the teaching professionals who actually work with our children.  Apparently our exams are too easy and we have to do something to make sure they aren’t.  Of course these changes have far-reaching implications for our students, big ones for some.

My children are low attainers as you might expect (they attend a special school).   About half do entry level qualifications and the rest work at GCSE level.  There are children like mine in every mainstream school across the country – they aren’t that unusual.  These are children that have to be reminded what they did last week (sometimes they forget what they did earlier in the day).  These students will now have to remember what they learned up to two years ago.  Whilst it is possible to build in revision sessions (after all how can students with low literacy levels reasonably revise at home?), it isn’t possible to revise everything in sufficient depth for the students to do themselves justice.  I struggled getting enough revision in when we did modular exams.

So what is the answer?  Not only are the exams being made harder but at the same time pressure is put on schools to achieve better and better results.  The only conceivable way my students can achieve a GCSE-equivalent qualification that reflects their ability is to do a vocational qualification like BTEC where the assessment is portfolio based (although even this is being changed – more about BTEC changes here).

Of course none of these changes are pupil centred or put the student first.  Mr Gove hasn’t considered how my students will feel if I enter them for a qualification they are doomed to fail.   After the media and political attention drawn to the disaffected youth following the recent riots I thought the Government might have started to change its approach.

For now I’ll be plodding along following BTEC science with my students and trying to convince them as we go that they aren’t failures and that they have a place in society.  Let’s hope I am right!

Topics include:

• BTEC Level 1 Chemistry (periodic table and chemical change factors)
• BTEC Level 1 IT users
• Entry level biology topics
• Misc updated worksheets.

Please download and use these resources as you see fit.  Usual copyright terms apply.

The video:

Please leave a comment if you have any questions.

It’s time for a plug for Science in the park taking place on 10th March 2012.  The event will be held in Wollaton Hall (in Wollaton Park, hence the name!) and offers something for everyone.

You can find out more about the event by visiting their website.

It is also worth plugging the competition they are organising (for 11-18 year old school students) which has a prize of a £100 voucher from Scientific Laboratory Supplies in Nottingham.   Up to date information about the competition can be found here.  A valuable opportunity for all schools in the Nottingham area to take part, further their science knowledge in the process and maybe win a prize for the school.  See you there!

Earlier this week we were forced to cancel a course we’d organised for the weekend (we being the East Midlands region of the ASE).   Unfortunately we failed to attract sufficient numbers to justify running the course, with an average of four members per workshop (assuming everyone who had expressed an interest attended).

The course in question was a half day event organised on a Saturday morning.  The location was chosen to be central and easy to get to (and had the bonus of plenty of free parking for those that chose to drive).  Previous courses we had run at the venue in a similar time slot attracted in excess of thirty people. 

There are a number of reasons why we might not have attracted enough people:

• Our publicity machine might need a little oiling, as people can only book onto a workshop they know about
• The day of the week was a poor choice – people may not have wanted to give up a Saturday morning
• Competition with other regional events – many people have been organising science teacher events so we are competing with each other
• Venue – not everyone can get to Nottingham Trent University
• Price – the workshop was advertised at £7 to members (£14 to non-members) with a free book.  Perhaps we were too expensive.

Unfortunately it isn’t possible to directly ask the people who didn’t book because we don’t know who they are.  I would appreciate some feedback from those of you who read my blog or receive my email feed when is the best time to organise CPD events and what encourages you to book onto a course when you see one advertised.  Better still if you are in the East Midlands and you knew about our event but didn’t book I’d love to know why so that we can do better next time!

Image © ComputerClipArt.com

I’ve advocated #ASEChat on Twitter before as a source of excellent CPD.  If you want to know more about #ASEchat then check out  my guide here and look at the official #ASEchat page here.

Last night I moderated (if that is the appropriate term) a discussion about teaching electricity which made for very interesting reading.  I’ve posted a summary of the chat below, and as with all #ASEchat sessions, the official archive and summary can be found on the official #ASEchat page.  I maintain an unofficial archive of #ASEchat transcripts on Google Docs in spread sheet format which allows you to sort by contributor, highlight links etc.  The electricity chat can be found here.

Summary of Topic 24 – Teaching Electricity

I chose this topic as a biologist because I’m not sure I always do it justice. I wanted to hear from experienced and creative physicists how they introduce the concepts and any models they might use. I’ve listed some of these below:

• The Rope Model: recommended by the IoP and several ASEchat participants, the rope model can be used to model flow of charge around the circuit (several participants didn’t like the phrase ‘flow of current’). For those who haven’t seen this model before, this video captured at a regional ASE workshop (featuring Helen Pollard from the IoP) demonstrates how it works.
• The penguin rollercoaster was mentioned more than once (similar to this one) in which @gwiff explained the penguin is the charge, the height is the voltage, the current is the penguins going past, the resistance is the friction and finally the battery is the escalator.
• Several teachers said they introduce the term coulombs early on in KS3 and to specifically avoid referring to electrons. @Lethandrel said “Coulombs given joules each (EMF) Mission give them all away (pd is each charitable donation) Must do it in conga line” and shared an image of her own furry coulomb.
• Several teachers pointed out that many of the models have flaws in them (credit to @alomshaha and @informed_edu for pointing out the flaws in the rope model). All is not lost however as other contributors suggested that discussing models and their limitations fits in very well with ‘how science works’. In fact @alomshaha points out “It was while struggling with electricity as a student myself that I first really understood what a model was in science”.
• Primary teachers have a part to play in teaching electricity. Advice included avoid referring to electrons, don’t teach students that current decreases round a circuit, make circuits and test for breaks in these circuits, testing different sized batteries.
• Finally the question was asked if electricity is taught poorly in many instances, are we not better off leaving teaching electricity until KS4 so it can be taught by subject specialists. The response was mixed, however physicists are in short supply and many schools don’t have this luxury, so good models and explanations are essential for all teachers.

Top tweets

ViciaScience: Is teaching electricity just about understanding how bread is transported from bakery to supermarket?

Lethandrel: Avoid talking about electrons – kids end up obsessed and can’t think of electricity without them

Lethandrel: I talk about coulombs per sec and joules per coulomb, cute furry creature with bag of jewels/joules nice visual to hang it on

Agittner: have we all seen John Travoltage on the Phet simulations?

informed_edu: pet hate: "current flows round the circuit"

informed_edu: @Bio_Joe Charge flows around the circuit. Current is the number of coulombs flowing past each second.

alomshaha: @asober The IOP’s rope model is inadequate. Does not explain potential difference or drop in P.D across resistor

Useful links mentioned in the discussion

PhET Interactive Simulations – http://phet.colorado.edu/en/simulations/category/physics

Squishy circuits – http://courseweb.stthomas.edu/apthomas/SquishyCircuits/index.htm

Teaching Science for Understanding (Electricity) – http://www.education.leeds.ac.uk/research/cssme/ElecCircuitsScheme.pdf

Klunky Schematic Editor – http://www.qsl.net/wd9eyb/klunky/

Switched On Kids – http://www.switchedonkids.org.uk/

Hilary Osoko has advice for Primary teachers – http://www.tes.co.uk/article.aspx?storycode=96600

Making sense of children’s ideas http://staff.science.uva.nl/~joling/vakdidactiek/documenten/electricity.pdf