Developing Science Investigations for your

Classroom

Mike Dennis

Senior Lecturer in Primary Science

What is your recent experience of Science Investigation?

What are you hoping to get from the sessions?

Toy Car Investigation

Investigate how far a toy car goes on different surfaces using the ramps.

Have a go.

What are the pitfalls?

Four Key Questions

What will I keep the same?

Control variable

What will I change?

Independent variable

What will I measure?

Dependent variableIs it a fair test?

A question

Prediction/hypothesis

Plan an investigation

Obtain & present evidence

Consider evidence

Evaluate

The Investigation Process

From: Feasey (2006) p.143

“Most teachers placed emphasis on planning and carrying out the

investigation and less emphasis on analysing results and evaluating the process of investigations.”

Example from QCA

Year 3“Compare rocks in terms of how easily they are worn away. Help children to carry out a “rubbing test” to compare how well different rocks withstand being ground down, and record the results. Help children test for differences in permeability by dropping small quantities of water on to rocks and observing whether it remains on the surface or not”

What do you think of this activity?

What’s the point?

It begs one question………..

Interesting questions

•If these rocks formed cliffs at the seaside, which would make high cliffs and which would make low cliffs or no cliffs at all?

•Which would make hills and which valleys?

•If you were choosing one of these rocks for your gravestone, which would you go for?

Interesting starting points could be

Setting investigations in contexts (real or imaginary)

If you want to engage children in a science investigation it is important to put it in context.

The first stage of this is to think of a creative starting point. This should

•Introduce the idea•Be interesting, challenging or unusual•Stimulate discussion so children share ideas.•Challenge their ideas and assumptions.•Make them want more!

Dinosaur Blood

My Discovery

The Challenge

What could I have done to keep the dinosaur blood frozen?

I was only half an hour from a freezer, but as soon as the blood melts it starts to decompose and is not nearly as useful to scientists.

Provide the following

Measuring cylindersScalesSievesFilm canistersTraysTimersSticky tapeJugThermometerScissorsTrays

Range of materials including

Bubble wrap

Aluminium foil

Corrugated Cardboard

Towel

Paper

Paper towels

Before you start

Ask the children to predict which material will preserve the ice for longest.

Why?

How could you test your theory?

Thermal Insulators

A static layer of air

Thickness important

Less dense materials are better

Metals are good thermal conductors

The Challenge

What could I have done to keep the dinosaur blood frozen?

I was only twenty minutes from a freezer, but as soon as the blood melts it starts to decompose and is not nearly as useful to scientists.

Magic Trick

Real Life Problems

The paths are icy today – what would be the best thing to put on them to make them safe.

Which is the most absorbent hamster bedding?

Which colour sugar paper fades the least and will make the longest lasting displays?

Published Resources

Discovery Dog

Consumer Survey

Which is the best

•Kitchen Towel•Washing-up liquid•Torch•Detergent•Air freshener

http://www.youtube.com/watch?v=Zyrf4m9ujco

http://www.youtube.com/watch?v=kw9i7vIWxgc

A question

Prediction/hypothesis

Plan an investigation

Obtain & present evidence

Consider evidence

Evaluate

Plan and carry out your own investigation

You could…….

Find out which is the best kitchen towel

Investigate the best blackout curtains

Discover which is the best substance to melt ice on the path

Which shoes have the best grip?

Which material keeps my dinosaur blood frozen for longest?

Use any of the Discovery Dog scenarios

Which are the best sunglasses to protect your eyes from the light?

What is the best angle to throw a shotput?

Which are the stretchiest socks?

Use a datalogger.

Look through “enjoy Teaching Science Investigations at KS1 or KS2

We have lots of equipment available.

Think about:• What question you will start with• The four key questions• Your prediction• How will you record your findings• How could you present the results• What does this show you?• If you were to do the investigation again – how might you approach it differently?• What would my learning objectives be?

What might your learning objectives be?

Focus on one part of Sc1 for example

Predicting

Measuring

Presenting Evidence

Analysing your results

Using Graphs

What is appropriate for my data?

Variables come in 3 forms:

•Categoric

•Discrete

•Continuous

Categoric variables

Just a classification, e.g.

or

Or…

Discrete variables

A whole number, e.g.

1 paper clip or 2 or…

The number of drops

Or…

Continuous variables

These can have any value, e.g.

Length: 1.456 m

Time

Weight

Or…

Why is it important to know how variables vary?

• Presenting results

• Planning for progression

How high a ball bounces

20

0

40

60

80

Type of ballSuper ballTennis ballGolf ball

Hei

ght (

cm) categoric

continuous

How fast an autogyro falls

20

0

40

60

80

Number of paper clips321

Tim

e of

fall

(sec

s)

discrete

continuous

Temperature of water (0C)

Wei

ght o

f sal

t dis

solv

ed (

g)continuous

continuous

Part 2 of this course is on Wednesday 26th June

Before then try at least two science investigations with your class.

Use the first session to plan an investigation that addresses the skills the children need to develop.

Bring some evidence, ideas and any problems you encounter to Part 2

http://www.education.brookes.ac.uk/partnerships/resources/