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Primary Science investigation/Document: Difference between revisions
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'''1) Give the investigation a title''' | '''1) Give the investigation a title''' | ||
Decide exactly what it is that the children want to find out. Use this to give the investigation a title. For example, as part topic of a topic on “Jack and the Beanstalk’ children might decide to find out what a bean seed needs to grow. | Decide exactly what it is that the children want to find out. Use this to give the investigation a title. For example, as part topic of a topic on “Jack and the Beanstalk’, children might decide to find out what a bean seed needs to grow. | ||
'''2) Encourage predictions''' | '''2) Encourage predictions''' | ||
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Any factor which can be altered in a test is called a variable. For example, some of the variables in a test to find the slowest falling parachute would be: | Any factor which can be altered in a test is called a variable. For example, some of the variables in a test to find the slowest falling parachute would be: | ||
* the material the parachute is made of-the size of the parachute | |||
* the shape of the parachute-the length of the parachute strings | |||
* the weight on the end of the strings-the height from which the parachute is dropped | |||
* the child dropping the parachute | |||
'''Gathering evidence'''<br /> | '''Gathering evidence'''<br /> | ||
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'''Recording evidence'''<br /> | '''Recording evidence'''<br /> | ||
* | * Before recording, ensure that the children had plenty of opportunity to talk about what they have done. | ||
* | * Use a range of recording styles – charts, drawing, painting, tape recording. | ||
* | * The merits of each should be discussed so that children can make sensible judgements about which to use | ||
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'''Looking at the evidence'''<br /> | '''Looking at the evidence'''<br /> | ||
* | * At the end of an investigation, it is useful to compare the outcomes of it with the predictions made at the beginning by the children and discuss any differences | ||
* | * Try and do this in a positive way, perhaps referring to ‘surprises’. Avoid ‘right or wrong answer’ attitudes. Sometimes it helps to make unlikely predictions yourself! | ||
* | * Encourage the children to describe what they have done to develop sequencing skills | ||
* | * What do the children think that they have learned? (refer back to the learning objective) | ||
The skills of science and how they relate to………………………………………………..activity | The skills of science and how they relate to………………………………………………..activity | ||
