Resources: Secondary Science
- [[Topics/Solar system|Solar system]]
- [[Topics/Fertility treatments|Fertility treatments]]
- [[Topics/Human reproduction|Human reproduction]]
- [[Topics/Scientific literacy|Scientific literacy]]
- [[Topics/Science citizenship|Science citizenship]]
- [[Topics/Reading skills|Reading skills]]
- [[Topics/Study skills|Study skills]]
- [[Topics/Using images|Using images]]
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.
|It's full of stars
Using a telescope and considering how those early astronomers may have workedAstronomy(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).
|Astronomy Master Class
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.
|Recreating the Big Bang
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.
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.
|Using Science to Support Biodiversity
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.
|Discussion in Science Teaching
Equip yourself to run a discussion in classThis 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:
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'.
|Ethical issues in human reproduction
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.
Cloning - Potential and IssuesThe 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.
|Human Genome Project: from Sequencing to Sharing Genomic Information
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).
|How DNA is sequenced: the stages
The complexity and scale of genome sequencingStudents 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).
|IT in Secondary Science
A whole book of ideas for using generic ICT tools in scienceThis 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).
|Data Logging and Control
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).
|Data Logging inservice booklet
A compendium of CPD and ITE activities on why we use sensors and the practicalities of implementing their useActivities and advice for using ICT(i) for use in inquiry(i) based learning and the scientific method(i).
|Populations and ecosystems
Rabbits and vegetation - a real population case studyLearning objectives are met using the following approaches:
|Reading and discussing popular science articles
Read. Get the world's view and see how science works for realThe resource relates to the importance of:
It can be delivered through a combination of homework(ta) (perhaps to find an interesting article), group work(ta) to explore various articles (perhaps in a carousel), and/or use of ICT(i) including PowerPoint files to encourage students to present an area they are interested in.
|Sampling techniques to assess population size
|Listening to scientists - an environmental scientist talks about heat loss from houses
How does a house lose heat? What are the ways to stop this loss of heat?This ten-minute recording was made for a local radio show with a strap line that 'science has a use after school'. Audio podcasts, of which this is one, replace easily-missed radio shows and keep us informed. Universities also create podcasts, and just some teachers do too, gaining the unusual advantage that a podcast easily gets into a student's music player.
|Listening to scientists - Using sensors and data loggers for agriculture
How do plant growers and scientists monitor the environment? What do they measure and why?This resource was made for general public interest but may find use as enrichment material for science, technology and geography.
|Organising images for a narrative
Write an essay without wordsThe lesson encourages students to think about how to portray their knowledge through narrative(ta) - which may engage some students who would usually be less interested. The lesson encourages students to think about how to capture valuable information and ensure that key elements are highlighted while not 'overloading' the viewer with data. The lesson can be tailored to any age group - for younger pupils the task could be to take before and after photos and label them. More advanced pupils might explore time-lapse photography. Pupils should be encouraged to think about how this relates to the scientific method(ta) The task is interactive and could be conducted as a group work(ta) activity or as an element of an inquiry-based learning project. It could also lend itself to whole class(ta) dialogue(ta) and the use of ICT(i) including 'clicker' response systems for assessment(ta) and questioning(ta).