3. FOOD
Consuming edibles. Students and Staff Only taste-test style activities allowed. Participation is at the discretion of the student.
Allergic reactions and medical conditions. Students and Staff Identify students at risk.
Check food labelling for potential allergens (often in bold).
Infection transfer. Students and Staff Use of disposable equipment to prevent cross-contamination.
Encourage hand washing and hand sanitiser to be made available when required.
Health and Safety Risk Assessment
4. Allergic reactions/swallowing
liquids.
Students and Staff Wear gloves if deemed appropriate.
Use straws/bubble blowers.
Low
Spillages. Students and Staff Provide absorbent materials in the event of spillages. Work within trays
to minimise spillage radius. Advice on the correct handling techniques
and recommended actions if spills occur.
Low
Scalding. Students and Staff Use hot water from tap where possible – use caution when using
kettles/microwaves to heat water.
Low
Water and electricity. Students and Staff If using any electrical equipment, ensure it is sited away from sources of
water.
Low
Chemical reactions when
mixing substances.
Students and Staff Use cooking grade substances of low concentration. Discuss safety
precautions prior to activity.
Low
5. 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.
6. Aims of Session 2
• To develop knowledge and understanding of
teeth (their functions) and the digestive process,
whilst considering how to teach these concepts
creatively.
• To develop understanding of ways to assess
Working Scientifically skills and attitudes
• To consider ways of planning, that includes the
address of misconceptions.
• To consider the use of vocabulary and the use of
models to support teaching and learning
7. Pupil progress over time: ITT Content
and the interrelationship of the
Teachers’ Standards – Bea Noble-Rogers
October 2016
8. Elicitation Activity: What do you
know about digestion?
• Using the template provided, draw what you
think happens to food once it enters the
mouth.
• Label your diagram and describe the function
of each part if you can
• TRY TO AVOID LOOKING AT THE WORK OF
THOSE AROUND YOU!
9. Big Question
• ‘You are what you eat’
• Do you think this statement is
true or not?
• Please record a statement on the
back of your sheet.
10. Children’s Questions
• Why should we, whenever possible, use
children’s questions as a starting point for
scientific work in the classroom?
• In your group think of as many reasons as
you can think of and be ready to report
back.
• Why is it not always a good idea to answer
children’s questions directly?
11. • Children, we now know, need to talk, and to
experience a rich diet of spoken language, in order
to think and to learn. (Remember the value of
exploratory and dialogic talk-have you covered this in
English?) Reading, writing and number may be
acknowledged curriculum ‘basics’, but talk is
arguably the true foundation of learning.
• Alexander, R. J. (2006) Towards dialogic teaching :
rethinking classroom talk. York: York : Dialogos.
Language: Discussion/Dialogue
12. • Constructing meaning from a text is not simply a
process of word recognition.
• Rather the words must be interpreted and their
meaning weighed and argued over.
• The implication of this perspective is that the teacher
is not just a teacher of a new language-the language
of science, but that they must also help by acting as
an interpreter-someone who can explain how to
derive the correct meaning from the discourse and
texts that populate the science classroom.
• Evagorou, M. & Osborne, J. ( 2010) ‘The role of language in learning and teaching
science’, in Osborne, J. & Dillon (2010) Good Practice in Science Teaching: What research
has to say (2nd edition). Maidenhead: Open University Press, p135-157
Modern Foreign Language?
13. • Language is a major barrier (if not the major
barrier) to most pupil’s learning in science.
• There are many practical strategies which can
help to overcome these barriers.
Wellington, J. & Osborne, J. (2001) Language and Literacy in Science. Buckingham:
Open University Press.
The importance of language and
creativity in science.
14. Issues with vocabulary
• Refer back to the list of vocabulary on the ASE
PLAN (also on the next slide).
• Can you provide definitions for these words?
• What are the implications of understanding
and using vocabulary?
• How can we develop scientific vocabulary?
15. Development of Scientific Language
• Working wall
• Word bank
• Model use of vocabulary
• Expect children to use correct vocabulary and value its use
• Play games
Key vocabulary
Digestive system, digestion, mouth, teeth,
saliva, oesophagus, stomach, small intestine,
nutrients, large intestine, rectum, anus, teeth,
incisor, canine, molar, herbivore, carnivore,
omnivore
16. Strategies for developing
children’s range of vocabulary.
Feasey, R. (2005) Creative Science: Achieving the WOW factor with 5-11
year olds. London: David Fulton
17. Bingo
• What skills are we developing through making
and/or using this activity?
• How could we differentiate this for EAL
children?
• How could we differentiate this activity for
Foundation Stage and Key Stage one?
23. What are we looking/listening for
when assessing this work?
What questions could we ask
to promote and assess
learning?
24. Creativity: How creative are you?
• NC (2013) state that children should be taught to
‘develop a sense of excitement and curiosity about
natural phenomena’ (DfE, 2013,p.3)
• The above is reiterated by the following documents:
Excellence and Enjoyment: A Strategy for primary
schools. ( DfES, 2003)
Maintaining Curiosity : A Survey into Science Education
in Schools. ( Ofsted, 2013)
Newton, D.P. & Newton, L.D. (2009) ‘Some student
teachers’ conceptions of creativity in school science’,
Research in Science & Technological Education, 27(1) p
45-60
26. Breakfast Time
• In groups of 3, make your breakfast and then
lay the equipment out ‘in order’ on the table.
• Next use the equipment to digest the meal
• At every stage USE SCIENTIFIC
VOCABULARY/TERMS to explain and discuss
what is happening to the food
27. Evidencing understanding:
In table groups your understanding of the
digestion process.
What creative/fun method might you choose?
Drama Dance
Poem interview/news report
Song etc…..
28. Evidencing understanding:
Poem made up by two year 5 pupils
I chew my food to make it mush
I swallow the mushy goo.
It mixes up in my stomach
And moves on to my gut .
In my gut it goes into my blood
The water I drink is needed too
What is left I do not need
And so I go to the loo
What questions could we ask to
clarify the pupil’s understanding?
• Is it only chewing that makes the
food ‘mushy goo’?
• Is there another name for ‘gut’?
• Why does the water help us
digest our food?
29. Co-Ordinated learning
Examine the year 4 children’s work.
What K & U do they demonstrate about the
digestive process?
How accurately have they used scientific
vocabulary?
30. Comparing Digestive systems
What are the
similarities and
differences?
How useful is it to
use the correct
vocabulary when
discussing these
diagrams?
31. Where else could we go with
teeth?
• See additional ppoint slides…………
36. What have you learned?
Fill in the second body outline to demonstrate
your understanding of the digestive
system/process
How many of these key words can you explain?
How many additional digestion related words
have you learned?
37. Subject Knowledge Tracker
Working Scientifically: Process skills, using
simple equipment, key vocabulary related to
practical tasks
Biology: Digestion
38. Useful references and websites
British Medical Association (BMA) (2013) Board of Science.
Available at:
http://bmaopac.hosted.exlibrisgroup.com/exlibris/aleph/a23_1/ap
ache_media/5BHGI2CPEIGNRJXM8TV5AR58BGD252.pdf
Department for Education (DfE) (2013) National Curriculum.
Harlen: W. and Qualter, A. (2009) The Teaching of Science in
Primary Schools. Routledge.
Osborne, J., Wadsworth, P., & Black. (1992). Processes of life:
Primary SPACE project research report. Liverpool: Liverpool
University Press.
Related Reading
39. • https://www.teachingideas.co.uk/sites/default/files/ilovemylungs.pdf
Investigating lungs and breathing (Roy Castle lung cancer foundation)
• Healthy body and healthy eating Theme 5
• https://www3.hants.gov.uk/bi4l-theme5.pdf
• NHS: The eatwell guide
• https://www.nhs.uk/live-well/eat-well/the-eatwell-guide/
• Food a fact of life: lessons
• http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=15§ionId=101&contentI
d=436
• Fun, food and fitness: A PSHE resource for Year 1-6
• http://www.westfieldinfants.co.uk/PSHE%20Primary%20Scheme/Fun,%20Food%2
0and%20Fitness.pdf
• British Nutrition Foundation: Ideas for British Nutrition Week 2018
• https://www.nutrition.org.uk/healthyliving/hew/bnhew18-activities.html
• STEM: Teaching the KS2 snack bar lesson
• https://www.stem.org.uk/resources/elibrary/resource/32003/teaching-ks2-snack-
bar-lesson
40. • British Medical Association (BMA) (2013) Board of Science (Available
on-line)
http://bmaopac.hosted.exlibrisgroup.com/exlibris/aleph/a23_1/apache
_media/5BHGI2CPEIGNRJXM8TV5AR58BGD252.pdf
• Department for Education (DfE) (2013) National Curriculum.
• Driver, R., Squires, A.,Rushworth, P. and Wood-Robinson, V. (1994)
Making sense of Secondary Science: Research Into Children’s Ideas,
London: Routledge.
• Harlen, W. and Qualter, A. (2009) The Teaching of Science in Primary
Schools. Routledge.
• Osborne, J., Wadsworth, P., & Black. (1992). Processes of life: Primary
SPACE project research report. Liverpool: Liverpool University Press.
