Transcript science-ks1-recording

Communicating
learning: Recording
at KS1
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KS1 Science:
Check list
Children should
Ask their own science questions
Develop a variety of skills (with teacher
help)
Use different types of enquiry to gather
evidence and answer their questions
Communicate their learning in different
ways
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Evidencing progress: Finding
out about children’s learning
LOOKING
LISTENING
How??
FORMAL
COMMUNICATION
TEACHER
QUESTIONING
Communicating learning
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Doing or demonstrating
Talking or oral presentation
Drama or dance
Puppets or animation
Hot-seating or interview
Conscience corridor
Drawings and photographs
Multi-media presentation
Poster or display
Table or spreadsheet
Graph, Venn or Carroll
diagram
Plan or map
Flow chart
Key or database
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Model or D&T product
Game or Quiz (do or write one)
Video or podcast
Film or animation
Writing :
description, explanation, evaluation,
prediction
Labels and annotations
Powerpoint presentation
Poem, song or rap
Letter, email, text message, tweet
Newspaper/magazine article
Comic strip or cartoon
Advertisement (written or filmed)
Diary entry or blog
Leaflet
Graphic organiser
Floor book
Question talk
I wonder?? Are leaves always green?
How many
different
greens can
we find?
What different
colour leaves can
we find?
How are leaves the
same and
different?
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Floor books and Science
Brilliant teacher assessment
Teaching
strategy!!
Minimal recording,
communicating
children's thinking
within an investigation
or learning sequence
Motivates children
to share questions, ideas and
understandings
Helps to develop Working
Scientifically. Provides in depth
insight into specific enquiry skills.
What happens to a raisin when we drop it
into fizzy lemonade?
What we did
What we did
Our observations
First we poured fizzy
lemonade in the cup.
We dropped in some
raisins.
Bubbles
stuck to
the raisins.
Photo
We
saw
lots of
bubbles
Sketches
Our observations
The raisins were very
bumpy
Some raisins floated to
the top. Bubbles burst
and they sank back
down.
Our questions
Our questions
Our questions
What would happen if
we dropped in grapes?
What would happen if
we dropped in other
things (dried peas,
gravel, currants)?
What would happen if
we used another fizzy
drink? Or still water?
Photo
Photo
Float/sink
table
Photo
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Linked to Y2 topic on
plants, using a familiar
story as a starting
point and including
work done over a
number of lessons by
the children.
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Using our senses: what
can we see, hear, feel and
smell?
Changes over time:
Our Tree
Season by
season
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Next steps
Think about what we’ve talked about and
done during this workshop.
• What will you do/try out immediately,
back in class?
• What reminders would you send yourself
about children’s communication in
science?
• What messages do you need to pass on, to
your colleagues or to your subject leader?
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