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'''Carrying out an investigation'''<br /> | |||
'''Before you start practical work:'''<br /> | |||
'''Before you start practical work:''' | |||
'''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 /> | |||
'''1) Encourage children to use their senses''' | '''1) Encourage children to use their senses''' | ||
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Measuring can be done using both standard and non-standard units. Try and give children regular opportunities to choose their own measuring apparatus so that they can learn to select the most appropriate terms. | Measuring can be done using both standard and non-standard units. Try and give children regular opportunities to choose their own measuring apparatus so that they can learn to select the most appropriate terms. | ||
'''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 /> | |||
* 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 | ||
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'''Different Types of Practical Work in Science'''<br /> | |||
{| style="border-spacing:0;" | {| style="border-spacing:0;" | ||
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'''Observing'''<br /> | |||
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'''Predicting'''<br /> | |||
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'''Problem-solving'''<br /> | |||
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<center> </center> | <center> </center> | ||
'''Decision-making'''<br /> | |||
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'''Communication '''<br /> | |||
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