PGCE 1

1. What is and how do we teach
science in the primary classroom?
PGCE 2019-20
Session 1

2. Hazard
Persons
at Risk & Nature
of harm
Current Control Measures
Risk Rating
Severity x
Likelihood
Trip hazards. Students and
Staff
Inform students to keep walkways clear at all times by storing bags
under tables. Chairs to be replaced under the table when not being
used.
Low
Student electrical equipment
on desktops – reduces space
and potential for electric
shocks with spillages.
Students and
Staff
All student personal electrical equipment to be put away when not
required during practical activities. Mobile phones not to be charged
in rooms.
Personal Safety Hands to be washed after practical activities where appropriate.
No food to be consumed in the science teaching rooms.
Students to advise lecturers of any personal medical conditions that
may be exacerbated during specific practical sessions.
Students to take responsibility for informing others of potential
hazards that manifest from their practical investigations.
Low
End of session etiquette All equipment returned to the place of origin.
All rubbish to be disposed of and/or recycled where appropriate.
Tables and floors to be left clear.
All chairs to be replaced under tables on leaving the room.
Please take time to familiarise yourself with the following health
and safety measures applicable during all Primary Science sessions.

3. Aims of Session 1
1. To introduce Primary Science
2. To interrogate your perceptions of science and the
teaching of science.
3. Introduce scientific enquiry and working
scientifically according to the National Curriculum
(DfE, 2013), with a particular focus on observing.
4. To work scientifically to try out some different types
of enquiries using observational skills relating to
materials.
5. To review the skills of observation required when
you are assessing practice.

4. What do you think we mean by the
term science and how do you think
we could/should teach science in
the primary classroom?
Pedagogical approach:
Together, in groups of 4 create mind-
maps to show what science and the
teaching of primary science means to
you .

5. What is Science?
The goal of science is to investigate and
understand the world, to explain events
and to use those explanations to make
useful predictions.
Scientists:
collect and organize information in a
careful, orderly way, looking for
patterns and connections between
events.
Scientists propose
explanations that can be
tested by examining
evidence.
Science is an organized way of using evidence
to learn about the natural world.

6. Drawing Tasks (Chambers 1983)
• The negative image of a scientist as a ‘mad
scientist’ or a ‘man in lab coat’ in cartoons and
TV programs may be the cause of the formation
of negative images of scientists….
• The formation of this negative image in
students could prevent students not only in
becoming a scientist and in aspiring to having a
career in science.

7. Draw a Group of Scientists

8. Eliciting children’s perceptions of scientists
Is science for me or other people?

9. • Detective
• Doctors
• Medical
scientist
• Forensic
scientist
• Judge
• Spy
• Insurance
claims officer
Drawing Task given to children 2013 in the SPIES project: Professions
who ‘build a knowledge picture’ by using evidence on which to base
their conclusions and decision-making.
http://www.pstt.org.uk/project-
information/projects/supporting-pupils-independent-enquiry-
studies-in-science-year-56-pupils.aspx

10. Some examples

11. Theories of Learning
in Science
• Constructivism - the idea that individuals construct new
knowledge from their experiences.
• Teaching children “facts” will have little effect on their
learning. They need to have opportunities to actively
work with new concepts and ideas, solve problems, ask
and answer questions, discuss, debate, brainstorm,
research, and explain. Successful teachers provide
students with opportunities to engage in these types of
activities.
• In order to create meaning it is vital that thinking occurs,
“doing science” is not active learning “thinking science” is
the active nature of learning itself.

12. How do you think we can develop
children’s scientific ideas/thinking?
• Stand in a circle and complete
‘The Squeeze’
• Can you deduce how and what
we want you to do?

13. Working scientifically
• In the National Curriculum for Science the section
on ‘Working scientifically’ specifies the
understanding of the nature, processes and
methods of science for each year group.
• It states that it should not be taught as a
separate strand.
• Pupils should seek answers to questions through
collecting, analysing and presenting data in
relation to the science content in the
programmes of study.

14. Developing children’s experience of engaging in
broad categories of scientific enquiry (DfE, 2013)
• Exploring phenomena/Observing changes over
time
• Identifying and classifying
• Surveys and pattern-seeking
• Identifying and controlling variables (Fair-test,
comparative tests)
• Research and synthesis using secondary sources
• Using and creating models to explain phenomena
• See the NC and your tracker!

15. • Harlen and
Qualter,
(2014)

16. Pneumonic
• Queen
• Penelope
• Hates
• People
• Munching
• In
• Church
• Questioning
• Predicting
• Hypothesising
• Predicting
• Measuring/Observing
• Interpreting
• Communicating

18. What is the difference between a
prediction, hypothesis and a theory?
A prediction is what you think, based
on previous experience.
A hypothesis is an “educated guess”,
that is testable through observations
and experimentation.
A theory is a broad statement of what
is believed to be true based on many
experiments and considerable
amounts of data. (Source unknown)

19. Early Education (2012)

20. Primary Science Curriculum Overview by Theme
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Plants
(Identify, name, sort,
classify)
Living things and their
habitats
(Living/Non-living/dead
Habitats/ Food Chains)
Plants
(Functions of parts
requirements for
growth, water
transportation; life-cycle
of flowering plants)
Living things and their
Habitats
(Grouping,
classification; habitats;
impact of changing
environments)
Living things and their
Habitats
Life cycles of mammal,
amphibians, insect, and
bird. Plant/animal
reproduction
Living things and their
Habitats
Classification;
similarities/differences,
micro-organisms
Animals including
Humans
(Identify, name, sort,
classify)
Plants
(Seeds and bulbs:
simple life-cycles;
conditions for growth)
Animals including
Humans
(Nutrition/Diet;
Movement)
Animals including
Humans
(Teeth, eating,
digestion; food chains,
predator-prey)
Animals including
Humans
Human growth and
development from
pregnancy
Animals including
Humans
Heart and circulation,
impact of diet, exercise,
drugs, lifestyle;
transport of nutrients
and water
Everyday Materials
(Identify objects and
their materials;
properties)
Animals including
Humans
(Life-cycles, survival
needs, nutrition, diet,
exercise, healthy lives)
Rocks
Compare and group on
basis of properties;
fossil formation; rock
cycle, soil formation.
States of Matter
Solids, liquids, gases;
physical changes and
temperature; water
cycle: evaporation/
condensation
Properties and changes
of Materials
Chemical change,
dissolving, mixing,
separating materials,
sieving, filtration,
evaporation
Evolution & Inheritance
Recognising change
over time; fossil
evidence; offspring
inherit characteristics,
adaptation.
Seasonal Changes
(Changes, weather
associated with four
seasons)
Uses of Everyday
Materials
(Identify, compare
suitability of use;
changes in materials)
Light
Light/dark; shadows;
reflections.
Sound
Vibrations; media, the
ear; patterns in sounds;
pitch; changing sounds;
Earth and Space
The Earth’s rotation and
orbit relative to Sun.
Day, night
Light
Light travels in straight
lines; how we see light
sources or reflected
light
Forces & Magnets
Movement on surfaces/
Friction; Magnets
Electricity
Construct simple
circuits; add
components, switches,
conductors, insulators
Forces
Gravity; air resistance,
water resistance,
friction; mechanisms;
levers, pulleys, gears.
Electricity
Changing brightness,
loudness of
components; use
conventional symbols

21. What do scientists mean by
material?
But what might children think a material is?
Sources of misconception may include language confusion

22. The essence of science is about
observation of the natural world
Explorify e.g. Zoom in Zoom Out
Https://explorify.wellcome.ac.uk/en/activities
What does this look like to you?

23. Looking carefully
Can you find the arrow?

24. Reflect on what we have discussed for far:
• How do you think observation informs and
underpins the process of working
scientifically?
• Discuss how you perceive scientific
observations can lead to questions that
challenge existing understanding as well as
generating new information.
What do you think we really mean by
the term observation in science?

25. The EYFS BEGINS with observation
Early Education (2012)
Development Matters. London.
Crown Copyright

26. ‘Teachers should set high expectations for every pupil. They should plan stretching work
for pupils whose attainment is significantly above the expected standard. They have an
even greater obligation to plan lessons for pupils who have low levels of prior attainment
or come from disadvantaged backgrounds. Teachers should use appropriate assessment
to set targets which are deliberately ambitious’
(Dfe, 2013, P.8) The National Curriculum In England. Key
Stages 1 And 2 Framework Document. London: Crown
Copyright.
– Would you agree that assessment of learning requires careful
observation?
– For the science area of the NC programme of study where is
observation first identified?

27. What do you need to know to be able
to observe effectively?
• Observation involves careful
looking, watching and noting
• Your ability to do this is, and
therefore encourage this in the
children that you teach, is crucial to
the development of scientific
enquiry.
• What does the EYFS and the NC say
about children observing?

28. • Observe the objects/materials on the tray,
make an observational drawing of one object.
• What equipment could you use to enhance
the observational drawings?
• What pedagogical (teaching) task could we
use to develop the children’s vocabulary?
• How can observed similarities and differences
inform a type of science investigation? What
type of investigation is this?
Investigative activities to improve
observational skills

29. Observation of materials: physical and
chemical change
• Materials focus –x3 white powders(materials),
observe with appropriate senses and
equipment.
• Properties of materials: test solubility, can you
identify a context?
• Mix material citric acid and bicarb- chemical
reaction- identify the signs of a chemical
reaction-conservation of mass

30. • Use your senses and use relevant equipment
to explore the mystery parcel.
• Record your observations in your note-book.
• Predict what they could contain – give
explanations for your ideas.
• Unwrap and explore further.
• How could you now take this -where could
the science go…..
Investigating ice balloons

31. Chemical changes in the world around us
Natural Man-made
Mapping your ideas:
• What is a physical change and what is a
chemical change?
• How do we know when a chemical change
takes place?

32. Signs a chemical change has taken place
New materials
are formed
Formation of
a solid
(precipitate)
Temperature
change
Colour
changes
Formation of
an odour
Formation of
bubbles of
gas

33. Developing observation skills
The skittles challenge
• Place a petri dish on white paper
• Add 2/3 or 4 skittles
• What do you think will happen if you add water to cover the skittles?
• Record your predictions and compare these with those of peers.
• Cover with water and observe what happens, what questions have you raised?
• Draw what you see.
• What do you think might be happening?
• What evidence do you have to support your hypothesis?
• You have observed change over a short time using data gained from your senses.
From your observations you have tried to develop simple evidence based
explanations about the effect of water on confectionary.
• How could you contextualise this? Link to Charlie and the Chocolate Factory or
Sweetie making in Chitty-Chitty Bang Bang.

34. Developing observation skills
The skittles challenge

35. Elicitation Activity: Science Subject Knowledge Quiz
Which of the following are physical or chemical changes?
 Ice turning into water.
 Toast.
 Sugar in hot tea/coffee.
 Lemon juice and bicarbonate of soda.
 A candle burning.
 Chocolate placed in a bowl placed over hot water.
 Fizz when the top comes off a lemonade bottle.
 An apple left in a fruit bowl for weeks.

36. Reflect on Particle Theory
• All substances are made up of particles: atoms
and molecules.
• The particles in a solid are tightly packed and
movement is limited to vibration at a fixed point.
• The particles in a liquid are in contact with each
other but arranged randomly. They can roll over
each other and pour/flow.
• The particles in a gas can move around freely.
There are spaces between them so they can be
pushed closer together – this is why a gas can be
compressed.

37. Conservation of Mass
• Within a closed system the amount of mass
remains constant.
• Mass cannot be created or destroyed but it
can be rearranged in space and changed into
different types of particles!
• Can we catch a gas? Yes we can!

38. Lesson Observation
Take your time to review the school lesson
observation form, then use the form to review one
of the following video clips found below:
https://cccu-
my.sharepoint.com/personal/ts226_canterbury_ac_
uk/_layouts/15/onedrive.aspx?id=%2Fpersonal%2Ft
s226_canterbury_ac_uk%2FDocuments%2FTeach%2
0First%20Videos&originalPath=aHR0cHM6Ly9jY2N1
LW15LnNoYXJlcG9pbnQuY29tLzpmOi9nL3BlcnNvb

39. As soon as possible
• Please undertake the science audit available
on BlackBoard.
• For those who enjoy a challenge there is also
an on-line science audit hosted by Learning
Matters Sage.
• Use the outcomes of the audit and todays
session to review the tracker. This should be
updated as you progress throughout your
career, so you may like to do this in pencil.

40. Reading/Reflection for next week
• Reflect on how different level of observation
can encourage different levels of thinking.
• Read
Harlen, W. and Qualter, A. (2014) 'Learning through
inquiry' in The teaching of science in primary
schools. 6th edn. Abingdon: Routledge p89-103 and
pages 178-80 eBook
Ahtee, M. et al. (2009) ‘Primary school student
teachers’ views about making observations’ in
NorDiNa 5(2), pp 128-141 (on Blackboard)

41. References
• DfE (2013). The National curriculum in England. Key
stages 1 and 2 framework document. London: Crown
copyright.
• Explorify. Available at:
Https://explorify.wellcome.ac.uk/en/activities
(Accessed 25th September 2019)
• Early Education (2012) Development Matters.
London: Crown Copyright
• Harlen, W. and Qualter, A. (2014) The teaching of
science in primary schools. 6th edn. Abingdon:
Routledge. eBook

42. Reading and useful resources
Session Reading:
Harlen, W. and Qualter, A. (2014) Chapter 10 ‘ Teacher’s and children’s questions’ in The Teaching of
Science in the Primary School. London: Routledge.
SELF-SUPPORTED STUDY
ReachoutCPD: course level lower primary Plants
https://www.reachoutcpd.com/courses/lower-primary/plants/
ReachoutCPD: course level upper primary Plants and Growth
https://www.reachoutcpd.com/courses/upper-primary/plants-and-growth/
Other readings:
Harlen, W. (2014) ‘Helping children’s development of inquiry skills,’ Inquiry in primary science education
(IPSE) 1, p.5-19, © 2014 PRI-SCI-NET
file:///N:/Documents/Tear%202%20science%20201920/3%20IPSE%20Volume%201%20No%201%20Wy
nne%20Harlen%20p%205%20-%2019.pdf
Driver, R. et al. (1994) Making Sense of Secondary Science research into children’s ideas London:
Routledge. (Chapter 1 ‘Living Things’ includes sections on the concepts of living, animal, plant,
classification and species)

43. Subject Knowledge Quiz
Which of the following are physical changes?
 Ice turning into water – Physical – melting.
 Toast – Chemical – burning.
 Sugar in hot tea/coffee – Physical – dissolving.
 Lemon juice and bicarbonate of soda – Chemical reaction.
 A candle burning – Physical (hot wax liquifies, some
evaporates) and chemical (the wick burns making ash).
 Chocolate placed in a bowl placed over hot water Physical
(chocolate is not a pure substance, bars do not have specific
melting points).
 Fizz when the top comes off a lemonade bottle – physical (gas
is forced into the bottle under pressure).
 An apple left in a fruit bowl for weeks. Chemical – (ageing then
decomposition)

44. Next session: How
can we, in science,
develop a questioning
community in our
classes?