Playful Approaches to Science: Fair TestingTracey Regan – Stranmillis University College

Opportunities for sorting and classifying materials in order to carry out a fair test. Using the child’s prior knowledge to encourage the individual child’s creativity and imagination (CCEA 2007).

Time should also be given to the all important tea break!

This poster describes a scheme of work based upon the topic of toys and how the concept of fair testing was introduced.

The concept of fair testing was introduced using a combination of role play and ICT (wiki). The children are introduced to Santa’s head elf (‘Superelf’ the teacher). Using the scenario that Santa and his elves are sick and there is a backlog of toys that need to be made. Santa sends audio messages to the children which are then implemented by Superelf.

Children will actively seek an adults company and therefore it is vital that the adult gets involved with the child’s play. (DCSF 2009)

Lesson 1 & 2

Introduction of scenario and characters via wiki

(ICT/audio files) and role play.

Conduct 1st Fair Test -

Testing materials (softness/hardness)

Extension work carried out with class

teacher throughout the week

Lesson 3 & 4

Recap from previous lesson. Introduce new scenario for

2nd Fair Test via wiki (ICT/audio files) and role play.

Conduct 2nd Fair Test -

Testing Materials (which material moves better)

Lesson 5

Assessment of learning.

Recap from previous lesson. Introduce new scenario via wiki (ICT/audio files) and role play. Scenario set in Santa’s

workshop. Santa wanted to see if they could make their own toys for him. There will be half made models,

modelling materials etc., left to see if the children choose to complete them and how they think about

completing them. Children will use ICT to leave messages to Santa about their work.

Teachers wil assess pupil activity & clarify misconceptions.

Extension work carried out with class

teacher throughout the week

Lesson 6

Recap from previous lesson. Introduce new

scenario for 3rd Fair Test via wiki (ICT/audio

files) and role play.

Challenges to this project include:• The amount of content covered in such a short period of time, ideally some lessons would have been covered over 2 or 3 days instead of the 2/3 hours.•Ensuring that the adults role within the role play did not over dominate they play (Ishiggaki & Lin 1999) or flatten the play with too many inane questions (DCSF 2009)

Benefits to Children

• Enables children to practice/repeat new concepts in familar and non-threatening environment (Hendy & Toon 2001).

• Their enagement in play enables them to enter Vygosky's Zone of Proximal Development (ZPD) (Keenan & Evans 2010).

• Enables the children to learn about science in a fun, interactive and familiar way (Wenham & Ovens 2010).

• Children extended their learning by making toys at home.

• Children were motivated and encouraged to solve problems for themselves (Harlen et al 2003)

Benefits to Teachers

• Actively engages all pupils.• Enhances the play by becoming involved in the

play (Bronström 1996).• Can be used for observation and assessment and

alterations to the lesson or pupil misconceptions can be dealt with immediately

• Introduced an alternative approach to behaviour management.

• Enabled cross-curricularity by the inclusion of ICT, Literacy, Maths as well as Science. (CCEA 2007).

• Topic and delivery motivated pupils and high levels of engaged was observed and high levels of work produced. (Harlen et al 2003).

References:

Bronström. S., (1996) Frame play with 6 year old children. European Early Childhood Education Research Journal, 4:1, 89-102.

CCEA (2007) Northern Ireland Curriculum. Belfast. CCEA.

DCSF (2009) The National Strategies | Early Years Learning, Playing and Interacting – Good practice in the Early Years Foundation Stage. Nottingham, DCSF Publications

Harlen W., Macro C., Reed K., and Schilling M., (2003) Making Progress in Primary Science. London. Routledge Falmer

Hendy & Toon cited in Kitson. N., (2010) ‘Children’s fantasy role play – why adults should join in’ in Moyles J. R., (Ed) The Excellence of Play (3rd Ed). Berkshire. Open University Press

Keenan, T., & Evans, S., 2010, 2nd Edition, An Introduction to Child Development, Sage Publications Limited, London.

Wenham. M., and Ovens. P., (2010) (3rd Ed) Understanding Primary Science. London. SAGE Publications Ltd.

Examples of cross curricularity and pupil engagement:

Using their fine motor skills to test their

product.

Whilst encouraging their literacy and communication skills to decide on a design for their teddy. The children were using their thinking and personal capability skills to decide which teddy was the softest and which teddy was the hardest.

After a class vote – The Winner!!

Playful Approaches to Science

Playful Approaches to science

Playful Approaches to Science

Playful approaches to science

• Extended learning – children made toys at home.