Resources: Science
From OER in Education
Pick your resource by topic:
- [[Topics/Astronomy|Astronomy]]
- [[Topics/Astronomy|Astronomy]]
- [[Topics/Geology|Geology]]
- [[Topics/Solar system|Solar system]]
- [[Topics/History|History]]
- [[Topics/Astronomy|Astronomy]]
- [[Topics/Biodiversity|Biodiversity]]
- [[Topics/E-safety|E-safety]]
- [[Topics/Blogs|Blogs]]
- [[Topics/E-skills|E-skills]]
- [[Topics/Ethics|Ethics]]
- [[Topics/Cloning|Cloning]]
- [[Topics/Genetics|Genetics]]
- [[Topics/Contemporary issues|Contemporary issues]]
- [[Topics/Literacy|Literacy]]
- [[Topics/Curriculum development|Curriculum development]]
- [[Topics/Curriculum development|Curriculum development]]
- [[Topics/Learning objectives|Learning objectives]]
- [[Topics/Progression|Progression]]
- [[Topics/Differentiation|Differentiation]]
- [[Topics/Curriculum planning|Curriculum planning]]
- [[Topics/Discussion|Discussion]]
- [[Topics/Populations|Populations]]
- [[Topics/Ecology|Ecology]]
- [[Topics/Environment|Environment]]
- [[Topics/Human reproduction|Human reproduction]]
- [[Topics/Fertility treatments|Fertility treatments]]
- [[Topics/Force|Force]]
- [[Topics/Genetics|Genetics]]
- [[Topics/Global education|Global education]]
- [[Topics/Graph|Graph]]
- [[Topics/Group talk|Group talk]]
- [[Topics/ICT|ICT]]
- [[Topics/Investigation|Investigation]]
- [[Topics/Living things|Living things]]
- [[Topics/Using images|Using images]]
- [[Topics/Materials|Materials]]
- [[Topics/Measuring|Measuring]]
- [[Topics/Measuring|Measuring]]
- [[Topics/Study skills|Study skills]]
- [[Topics/Modelling|Modelling]]
- [[Topics/Models|Models]]
- [[Topics/Museums|Museums]]
- [[Topics/Study skills|Study skills]]
- [[Topics/Patterns|Patterns]]
- [[Topics/Progression|Progression]]
- [[Topics/Questioning|Questioning]]
- [[Topics/Scientific literacy|Scientific literacy]]
- [[Topics/Science citizenship|Science citizenship]]
- [[Topics/Reading skills|Reading skills]]
- [[Topics/Sampling|Sampling]]
- [[Topics/Science|Science]]
- [[Topics/Using ICT in Science Teaching|Using ICT in Science Teaching]]
- [[Topics/Using images|Using images]]
Relevant resources
| Astronomy | Recreating the Big Bang | |
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An introduction to the creation of the Universe. This presentation offers a tour of the European Organization for Nuclear Research (CERN) and explains why it is worth spending money on one experiment. It then delves into particle physics, looking at sub-atomic particles to offer analogies for what these particles are. The session focuses on whole class(ta) dialogue(ta) and higher order(ta) thinking skills as well as exploring scientific language(ta). This 4th session and the 5th are together the most theoretically complex and they present challenges to young peoples world views. As such they are led as much by their questions(ta) as by the presentation.
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| Astronomy | Alien Life | |
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Are we alone? This last of six presentations to recruit students for A level physics, is more light-hearted and simpler than the two previous resources. It considers the arguments around whether or not humanity is alone and includes an initial look at the bizarre nature of many of the claims of alien encounters - including a fictional one for good measure - before moving onto the more serious side of alien hunting. It concludes with a probabilistic argument based on the Fermi paradox.
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| Astronomy | It's full of stars | |
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Using a telescope and considering how those early astronomers may have worked Astronomy(topic) has been practiced for centuries and doesn't require expensive equipment! This first session aims to train the whole class(ta) to use a telescope and, hopefully, to provide an opportunity to engage in some active learning(ta). The lesson includes some naked-eye observations and describes how modern technology helps scientists know where to look. You can explore the scientific method(ta) and language(ta) at this point, using targeted questioning(ta)/differentiation(ta). Students may be able to engage in an inquiry(ta)-based project around this work, perhaps for homework(ta).
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| Astronomy | Celestial Wanderers | |
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Why would we fly to another planet to study its rocks? Drawing on a rich range of sources, this presentation allows the teacher to introduce planetary geology(topic), something not normally studied until degree level. It uses the narrative(ta) of the Voyager Probes journey to illustrate the vastness of the solar system(topic) and also the challenges of designing a spacecraft to travel that far. It ends with a discussion of the history(topic) of Mars, and how the differences between it and the Earth resulted in Mars loosing its water and atmosphere whereas we have kept ours.
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| Astronomy | Stars in the sky: what's up? | |
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Use a software planetarium and encourage students to think about astronomy This activity offers an opportunity for whole class(ta) discussion(ta) and questioning(ta) centred around the use of the Stellarium. It also affords good opportunities for self-directed study or homework(ta) extensions, including perhaps the use of free mobile apps(tool) (see below). There are also opportunities for some cross curricula(i) discussion of geography (navigation by stars) and history or literacy in relation to the ancient world.
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| Astronomy | Astronomy Master Class | |
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An overview of of six astronomy-related lessons resources (SC019 to SC0024) The Astronomy Master Class was developed to inspire the next generation of scientists and in particular physicists. Although this course of 6 lessons is framed mostly around the science of astronomy, it draws on many themes from physics and aims to show how they all can link together. Additionally, it is structured so that it deliberately does not cut across material in most standard GCSE science courses and does not aim to answer every question. A deliberate part of the design was to visit each topic area only briefly and leave students hungry for more.
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| Biodiversity | Using Science to Support Biodiversity | |
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A virtual field trip to study biodiversity. This is an investigation(ta) in a virtual field trip to Dartmoor National Park. It involves research, designing a scientific investigation and analysing the results.
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| Blogs | Digital Reporters at Camp Cardboard | |
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Children using iPads to blog about Cardboard Sculptures This activity is a cross curricula(subject) activity, involving a collaborative(tool) approach, giving children the opportunity to work together on a blog. Children were encouraged to engage in group talk(ta) and discussion(ta) in the classroom to reflect on the activity they were to report on. The activity furthers e-skills(topic) and e-safety(topic) through the use of whole class(ta) participation. The specific art activity provided a great stimulus for the blogging. Equally, however, this approach could be applied to any event in or out of school. The use of blogging and social media gave the opportunity for children to share their ideas with a wider audience, and also gave opportunities for real-time feedback to their work. The use of hand-held technology also enabled active learning(ta) as the portability of the iPads and iPods allowed them to be used outside the classroom.
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| Contemporary issues | Teaching the Science of Contemporary Issues | |
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Find lesson inspiration aplenty from news clips and stories. This longer (32 page) resource provides useful guidance, examples, and CPD activities for exploring contemporary issues in science, particularly to stimulate effective group talk(ta) and discussion(ta), and provoke pupil's interest in science.
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| Differentiation | Differentiation | |
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Developing effective techniques for differentiation by task and outcome The small group work(ta) nature of this task allows teachers to share ideas, and attempt to conceptualise two different types of differentiation(ta), together. It also encourages teachers to share practice(i)s in differentiation. Teachers are first asked to consider differentiation ‘by task’ by thinking about self-sustaining activities which pupils could manage with little support. They are also asked to consider differentiation by outcome, and ‘hierarchies of achievement’ for particular topics. The practical nature of the task offers a concrete outcome for teachers to take away and use in their practice both day to day, and in curriculum planning(topic). The resource could be used as a prompt to start teachers off, a comparator for teachers working on similar topics, or just as an additional set of possibilities.
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| Discussion | Discussion in Science Teaching | |
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Equip yourself to run a discussion in class This resource is aimed at developing student teachers’ skills in working with discussion(ta). It can be presented to them as a hand-out to accompany an activity or read as reference material. See it online at BEEP website. Although it uses a science context, the real focus of the resource is managing and organising discussion-based activities. It provides guidance on:
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| Discussion | The Environment for Group Talk in Science | |
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"Ask questions rather than provide answers: ‘What’s the strength of his or her point?’ ‘How you could check that out?’ " This resource contains a set of activities and examples to discuss and work through based around maintaining group talk(ta) in whole class(ta) and group work(ta) settings, including setting up Ground Rules, and creating appropriate environments (physical and 'class rule' based) for argumentation(ta) and discussion(ta)
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| Environment | Our Living Environment | |
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Wise up on ecology This study module, an online booklet, deals with the particular ways of thinking about and studying of the environment. It is a useful homework(ta) resource to encourage pupils to engage with key scientific vocabulary(ta) and use their knowledge of the scientific method(ta) to engage with inquiry(ta) learning.
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| Ethics | Designer Babies | |
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When does life actually begin? By using an informative web tutorial, this resource aims to stimulate discussion(ta) on the ethics(topic) of modern biology. A worksheet asks students where they stand and reassures them that their response might be kept private. You might also consider using a blog, chat room or other ICT tool to record the questioning(ta) and reasoning(ta) around this topic. A teaching section offers guidance on 'teaching argument' using 'Toulmin’s model of argument' and 'The IDEAS project'.
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| Ethics | Ethical issues in human reproduction | |
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Why does reproduction raises so many ethical issues? When does life begin? This lesson outline stimulates A-level students to engage in discussion(ta), develop their reasoning(ta) skills and increase their awareness of the bioethical(topic) issues involved in human reproduction.
Background texts and open-ended questioning(ta) about human reproduction, contraception and IVF are provided as the stimulus. Small group discussion about these topics, writing on post-it notes, and reading case studies aim to get students reasoning(ta) to justify their opinions, and to compare and evaluate competing views. Finally, whole class(ta) discussion synthesises the emerging ideas and encourages students to consider changing their positions or adding additional issues to a recording table. | |
| Ethics | Cloning | |
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Cloning - Potential and Issues The topic of the ethics(topic) of modern biology needs to draw on a wider range of sources than a printed book may provide. This resource uses a web tutorial interspersed with external links to news and comment. Rather than leave the students to explore too many interests, a worksheet with questions enables the teacher to focus the students on a subset of the material. You can adapt this to your particular need, for example, if you wanted students to have a discussion(ta)in small groups. You might also consider using a blog, chat room or other ICT tools to record the questioning(ta) and reasoning(ta) around this topic. The lesson-planning proforma (or draft lesson plan) includes a list of objectives that shows the scope of the material.
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| Force | What makes a good paper airplane? | |
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| Force | Which material makes a good parachute? | |
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A simple investigation into parachutes and air resistance This activity supports a number of learning types:
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| Force | Force in the early years | |
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Thinking about the language of force This lesson idea highlights the scientific language(ta) around the topic of force, and through group work(ta) and whole class(ta) dialogue(ta) engages pupils in inquiry(ta) and the scientific method(ta) surrounding force.
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| Force | What floats and what sinks | |
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Is getting in the bath a way to lose weight? This activity supports a number of learning types:
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| Force | Building bridges from a piece of A4 paper | |
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A bridge too far... This activity supports a number of learning types:
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| Force | Moving and falling objects | |
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Understanding moving and falling objects as well as progression through the years This published article explores the sorts of objectives(ta) they should be meeting, and the questioning(ta) teachers may engage in. The activities, aimed at progressively older children, engage them in inquiry(ta) based learning. The article explores how increasingly complex topics may be taught, and how teachers can ensure that children have a good grasp of a topic. There are suggestions for further reading to extend the primary teacher's knowledge of the area. Some of the suggestions appear in a related resource Progression & questioning techniques in primary science projects
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| Force | Force | |
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Thinking about 'force' in the national curriculum This sessions engaged pupils in inquiry(ta) using the scientific method(ta) to explore force. It offers opportunity for teachers to use higher order questioning(ta), whole class assessment(ta) and to engage pupils in effective group work(ta) for investigation.
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| Genetics | How DNA is sequenced: the stages | |
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The complexity and scale of genome sequencing Students match diagrams of the stages of DNA sequencing with a list of text descriptions of the process. The lesson can involve students discussing in pairs / group work(ta), followed by a teacher or student-led plenary. Students would share ideas, come to a consensus and check the ‘whole class(ta) response’ with their version. The teacher's questioning(ta) can focus on scientific method(ta) and use of scientific language(ta). The lesson idea provides opportunities for the effective use of assessment(ta).
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| Genetics | Human Genome Project: from Sequencing to Sharing Genomic Information | |
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Discuss and share economic, political and ethical issues. This resource provides guidance on how to use whole class(ta) discussion(ta) and/or small group work(ta) to engage students with the science and the economic, political, ethical(topic), legal and social issues of a scientific project such as the HGP. Its focus is on the scientific method(ta); language(ta) and the nature of scientific inquiry(ta).
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| Global education | A global dimension to science education in schools | |
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Science and technology beyond the Western world This study unit is aimed at teachers who would like to give a more global feeling to their teaching. It shows how to source articles with an emphasis on science and technology beyond the Western world and how to incorporate them into teaching the curriculum.
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| Graph | Variation of human characteristics - Visualising Class data | |
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A big survey of ourselves, measuring hands, feet and more The lesson offers the opportunity to explore measurement, relationships between measurement, and ways to visualise and summarise this data. The use of ICT(i) allows the teacher to enter data and for pupils to immediately see the impact this has on the pie chart and frequency tables (which are automatically updated). This also allows the teacher to change the 'range' for the frequency counts, and discuss with pupils the impact of this on the pie chart, and whether this is a good representation - encouraging the use of mathematical language(ta) and scientific method(ta) throughout. In collecting the data pupils have opportunity for some self-directed group work(ta) - to measure various lengths as described below - and the teacher could use whole class(ta) questions(ta) to explore the strategies taken to conduct this investigation(ta).
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| Group talk | Organising Group Talk in Science | |
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The group in which students are expected to work has a huge bearing on their willingness to speak openly. Can we better manage group talk? This resource contains activities and examples relating to group talk(ta) in science lessons in whole class(ta) and group work(ta) settings.
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| ICT | IT in Secondary Science | |
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A whole book of ideas for using generic ICT tools in science This book provides resources and lesson ideas with ICT(i) as a key focus for use in inquiry(ta) based learning and the scientific method(ta). It offers opportunities for use of group work(ta) and collaboration(ta) as well as whole class(ta) questioning(ta).
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| ICT | Infant and Primary Science Activities with Sensors | |
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A compendium of investigations with sensors in primary science. This is a compendium of activities to engage pupils in inquiry(ta) based learning in the scientific method(ta), often making effective use of ICT(i) and sensors(tool). The activities involve whole class(ta) questioning(ta) and collaborative(ta) group work(ta).
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| ICT | IT in Primary Science | |
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A whole book of ideas for using generic ICT tools in science This book is a compendium of lesson ideas with ICT(i) as a key focus for use in inquiry(ta) based learning and the scientific method(ta). It offers opportunities for use of group work(ta) and collaboration(ta) as well as whole class(ta) questioning(ta).
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| ICT | Data Logging inservice booklet | |
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A compendium of CPD and ITE activities on why we use sensors and the practicalities of implementing their use Activities and advice for using ICT(i) for use in inquiry(i) based learning and the scientific method(i).
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| ICT | Data Logging and Control | |
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A compendium with numerous ideas for using sensors to teach science. This book provides a set of resources and lesson ideas with ICT(i) as a key focus for use in inquiry(ta) based learning and the scientific method(ta). It offers opportunities for use of group work(ta) and collaboration(ta) as well as whole class(ta) questioning(ta).
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| ICT | Primary Science Curriculum Activities with Sensors | |
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A compendium of investigations with sensors in primary science This resource provides a set of activities to engage pupils in inquiry(ta) based learning in the scientific method(ta), often making effective use of ICT(i) and sensors(tool). The activities involve whole class(ta) questioning(ta) and collaborative(ta) group work(ta).
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| Investigation | Persuasive argument and evidence-based conclusions about the best car | |
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Got a new motor? Talk about your investigation like a scientist This activity involving inquiry(ta)aims to develop children’s ability to support their conclusions with evidence. The teacher will model(ta) and encourage the use of the language(ta) that children require to discuss or present their data. The teacher can explain their rationale using the lesson below.
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| Learning objectives | Writing Learning Objectives in Primary Science | |
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How are learning objectives supposed to work? How can one achieve mastery in writing learning objectives? This resource encourages teachers to think about ways to link learning objectives(ta) to the curriculum which also helps to conceptualise their teaching schemes. It also helps children to understand what they are learning and what they are aiming for. The resource brings together key ideas, looking at specific outcomes from activities, vocabulary(ta), differentiation(ta), resources and curriculum development(topic) and short term planning(ta). It could be used as a 'refresher' on ideas when planning lessons.
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| Literacy | Developing Language in Primary Science | |
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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) | |
| Living things | Classifying and organising living things using images | |
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Find different ways to classify living things This lesson offers opportunities to explore ways to classify living things as well as characteristics which might be relevant, and how to address difficulties that may arise when trying to classify things in this way. The activity may be enhanced by the use of ICT(i) software (e.g. Picasa) but could be carried out with paper-based resources.
This lesson presents a good opportunity for small group work(ta) and some inquiry(ta) into how we classify; and why some classification methods might be more useful, or more scientifically interesting than others. There is also a good opportunity to use different sorts of questioning(ta); to encourage pupils to question each other; to engage in peer assessment(ta) and to focus discussion(ta) on the scientific method(ta) using key vocabulary(ta). | |
| Materials | The Material World | |
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Exploring the properties of materials around us. Designed to encourage active learning(ta), this study module explores the properties of materials from everyday life.It also involves some simple inquiry(ta) and practical activities using household items. | |
| Materials | Heating and Cooling Materials | |
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What happens when you heat and cool materials. In this inquiry(ta)-based lesson plan, students devise a ‘fair way’ to compare (mostly) physical changes in materials such as cheese and chocolate. They ask and answer questions about how to heat the materials and about using materials of the same size and shape. They also predict how substances may change and observe what actually happens.
The purpose of the lesson is to both support Year 2 students work on changing materials and to develop their ideas about ‘fair tests’. The activity thus offers an opportunity to assess(ta) how well students plan a test and observe change. | |
| Measuring | Thinking about measurement | |
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How big is it? Thinking about measurement This module introduces the uses and limitations of measuring size, as well as giving a taste of using distance learning(i) materials for higher education. This resource can serve as a useful revision of various measures, while providing helpful insight into active learning techniques, use of real life examples, the importance of technical language, and the importance of study skills(topic) (such as use of dictionaries, indexes, representation of information, etc.).
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| Measuring | Measuring Light - Light and Dark | |
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Light can be light, dark or somewhere in between This lesson involves the use of higher order questioning(ta) on scientific method(ta) topics to engage pupils in an inquiry(ta) relating to the nature of light, its measurement, and the use of sensors.
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| Measuring | Measuring Temperature - Cold and Hot | |
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Put a number on the meaning of hot and cold This lesson involves the use of higher order questioning(ta) to engage pupils in an inquiry(ta) relating on how to record temperature and the use of sensors.
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| Measuring | Monitoring Temperature - Day and Night | |
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What happens to the room's temperature when I'm not here? This lesson involves the use of higher order questioning(ta) on scientific method(ta) topics to engage pupils in an inquiry(ta) relating to recording temperature and the use of sensors.
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| Measuring | Measuring Light - Does light shine through everything? | |
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Using a sensor to see what's transparent and translucent This lesson involves the use of higher order questioning(ta) on scientific method(ta) topics to engage pupils in an inquiry(ta) relating to the nature of light, its measurement, and the use of sensors.
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| Modelling | Models in Science | |
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Teachers use models to help pupils make sense of their observations An opportunity for teachers to discuss the use of modelling(ta) and visualisation(ta) in Key stage 3 science
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| Modelling | Modelling Scientific Writing | |
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How do we help pupils to express themselves adequately when they write? This resource discusses methods for modelling(ta) scientific writing, and the structure and kinds of language(ta) used in such writing. It provides exemplars and suggests activities to assist teachers to apply these methods to their own practice.
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| Models | Different types of model in science | |
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"When you use a model, you should make it clear to pupils that it is a model that you are using." This resource provides some examples of the types of models(tool) used in science teaching, their roles, and importance for teaching.
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| Models | Using Models & Modelling in Science | |
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Teachers use models to help pupils make sense of their observations This resource describes the types of models(tool) that are useful in science teaching, distinguishing between scientific models and teaching models. Using numerous examples, it highlights each model's strengths and limitations.
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| Patterns | Exploring Pattern | |
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Exploring patterns in mathematics Each chapter of this tutorial highlights the study skills(topic) required to work through the real world examples and activities given. There are problems to be solved, some of which involve higher order(ta) thinking skills (for example, being asked to correct a set of instructions), and all of which encourage the use of mathematical language(ta) and mathematical thinking(ta). The resource could also be used in class, or as a useful homework(ta) pack.
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