Developing Language in Primary Science: Difference between revisions

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{{Rinfo
{{Rinfo
|type= Lesson idea
|attribution={{PaulWarwick}}
|title= Developing Language in Primary Science
|title= Developing Language in Primary Science
|topic= Literacy
|topic= Literacy
|subject= science, literacy, primary, teacher education
|image=Developinglanguage1.png
|resourcenumber= TE0052
|final=yes
|Learning Objectives= By the end of the session you should be able to<nowiki>:</nowiki>
|tagline=How can science help to develop speaking, listening, writing and reading skills? <br />
# Explain the relationship between language use, and the science curriculum
How can developing these skills enhance children’s understanding of science?
# Give examples of links between language skills and science
|subject= science, literacy, primary, teacher education
# Give examples of activities which develop children's use of language in science
|resourcenumber= TE052
# Consider long term planning for a science curriculum with language development in mind
|Learning Objectives=
|age=  
* Explaining the relationship between language use, and the science curriculum.
|content= The resource<nowiki>:</nowiki>
* Giving examples of links between language skills and science.
# explains the relationship between language and the curriculum
* Giving examples of activities which develop children's use of language in science.
# Outlines some links between language skills and science, offering examples of science work which could develop speaking and listening, reading, and writing skills
* Considering long-term planning for a science curriculum with language development in mind.
# Outlines some examples of activities which develop children's use of language in science – 'moving things' and 'materials'
|age= Primary
# Offers some advice on long-term planning for the development of language skills in science by: a) reviewing what you already do, b) plan for greater emphasis c) identify what else happens in school, d) evaluating how successful you are.
|content= This resource explains the relationship between language and the curriculum. It outlines links between language skills and science, offering examples of science work which could develop speaking and listening, reading, and writing skills. Advice on long-term planning for the development of language skills in science suggests:
|strategy= The resource would be particularly useful for PGCE students thinking about incorporating cross curricula strands, or teachers looking to do the same, either in their own practice or in new curriculum development work. <br>
*reviewing what you already do,(planning for greater emphasis on language,
 
*identifying what else happens in school and evaluating your success.  
Language development is highlighted as important across the curriculum, incorporating consideration into science planning is important for meeting this target.  The importance of language and talk in science – including through group work, and whole class dialogue – is highlighted elsewhere (and in the resource) but includes the significance of being able to explain concepts, understand synthesising ideas including those from other people and texts, and the need to read and write for different purposes, including conceptual understanding, data presentation, etc.
Included are example activities designed to develop children's use of language in science topics: 'moving things' 'materials'. A further document considers the topic of 'light' as a context for developing language.
|strategy=
|additional resources=  
|additional resources=  
|useful information=  
|useful information=  
|related resources= [[Primary Science investigation]] [[Questioning Techniques in Primary Science]] [[Differentiation]] [[Developing Progression in Primary Science]]
|related resources= [[Primary Science investigation]]<br />
[[Questioning Techniques in Primary Science]]<br />
[[Differentiation]]<br />
[[Developing Progression in Primary Science]]
|other=  
|other=  
|format=  
|format=  
|resources= [[file:Developing Language in Primary Science.doc]]
|resources=  
* Read the documents online [[Developing Language in Primary Science/Document|WikiText page]]
* Main document [[file:Developing Language in Primary Science.doc]] ([[Developing Language in Primary Science/Document|WikiText form]])
* Developing language using the topic of 'light' [[File:Developing language using light.doc]] ([[Developing Language in Primary Science/Using Light|WikiText form]])
 
[[File:Developing_Language_in_Primary_Science.jpg|border|320px|link=|Preview]] snapshot of files
}}
}}
[[Category:Primary]] [[Category: Science]] [[Category: Teacher Education]]
 
<!-- I'd hesitate on direct teacher use [[Category: Science]] -->
[[Category: Teacher Education]][[Category:Primary]]

Latest revision as of 16:10, 9 January 2013

Developinglanguage1.png
How can science help to develop speaking, listening, writing and reading skills?
How can developing these skills enhance children’s understanding of science?

About. This resource explains the relationship between language and the curriculum. It outlines links between language skills and science, offering examples of science work which could develop speaking and listening, reading, and writing skills. Advice on long-term planning for the development of language skills in science suggests:

  • reviewing what you already do,(planning for greater emphasis on language,
  • identifying what else happens in school and evaluating your success.

Included are example activities designed to develop children's use of language in science topics: 'moving things' 'materials'. A further document considers the topic of 'light' as a context for developing language.

Pedagogical content. The resource would be particularly useful for PGCE students thinking about incorporating cross-curricular(subject) strands, or teachers looking to do the same, either in their own practice or in new curriculum development(topic) work.

Language development and the use of appropriate vocabulary(ta) is highlighted as important across the curriculum. Incorporating this consideration into science planning(ta) is important for meeting the target of developing language. The importance of language and talk in science – including through group work(ta), and Whole class(ta) dialogue – is highlighted elsewhere (and in the resource) but includes the ability to explain concepts, understand synthesising ideas (including those from other people and texts), and the need to read and write for different purposes, (including conceptual understanding, data presentation, etc). These are key ideas in communicating the scientific method(ta) (edit)

Resource details
Title Developing Language in Primary Science
Topic [[Topics/Literacy|Literacy]],  [[Topics/Curriculum development|Curriculum development]]
Teaching approach

[[Teaching Approaches/Whole class|Whole class]],  [[Teaching Approaches/Language|Language]],  [[Teaching Approaches/Group work|Group work]],  [[Teaching Approaches/Planning|Planning]],  [[Teaching Approaches/Scientific method|Scientific method]]

Learning Objectives
  • Explaining the relationship between language use, and the science curriculum.
  • Giving examples of links between language skills and science.
  • Giving examples of activities which develop children's use of language in science.
  • Considering long-term planning for a science curriculum with language development in mind.
Subject

[[Resources/Literacy|Literacy]],  [[Resources/Teacher education|Teacher education]],  [[Resources/Primary|Primary]],  [[Resources/Science|Science]],  [[Resources/Cross-curricular|Cross-curricular]]

Age of students / grade

[[Resources/Primary|Primary]]


Related ORBIT Wiki Resources
Files and resources to view and download

Preview snapshot of files

Acknowledgement

This resource was adapted from resources and original ideas contributed by Paul Warwick, at the Faculty of Education, University of Cambridge.

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