Science Plan - Clocharince National School

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Clocha Rince NS
Science
Whole School Plan
© Clocha Rince 2013
Planning Template: Science
 Title: Whole School Plan for SESE Science – a work in progress
 Introductory Statement and Rationale
(a) Introductory Statement
This plan was formulated by the teaching staff in the school during 2012/2013 year. It
has arisen after a process of staff consultation and curriculum research. It was ratified
by the Board of Management at a meeting on Thursday 20th June 2013.
(b) Rationale
We focussed on this area of planning to ensure that the revised guidelines for science
are being implemented in our school in an organised, coherent and accountable
manner. This plan will benefit the teacher by informing class planning and teaching
and will provide the pupils with adequate opportunities to develop skills and
understanding of concepts as envisaged by the science curriculum.
 Vision and Aims
(a) Vision:
Through our school’s science programme, we aim to help pupils to come to an
understanding of and take an interest in the physical and biological world and
environments around them. We believe that science should be a practical subject with
opportunities to engage in hands-on investigative work. To this end, we will consciously
develop children’s scientific skills as well as their scientific knowledge.
Environmental activities will foster a positive attitude and a sense of responsibility
among our pupils for the natural and human environments.
Aims:
The aims of social, environmental and scientific education are:
• to enable the child to acquire knowledge, skills and attitudes so as to
develop an informed and critical understanding of social,
environmental and scientific issues
• to reinforce and stimulate curiosity and imagination about local and
wider environments
• to enable the child to play a responsible role as an individual, as a
family member and as a member of local, regional, national, European
and global communities
• to foster an understanding of, and concern for, the total
interdependence of all humans, all living things and the Earth on
which they live
• to foster a sense of responsibility for the long-term care of the
environment and a commitment to promote the sustainable use of the
Earth’s resources through personal life-style and participation in
collective environmental decision-making
• to cultivate humane and responsible attitudes and an appreciation of the world in accordance
with beliefs and values.
(b) In addition we aim to:
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Work towards achieving the green flag
Participate in Discover Primary Science
Develop and Maintain Science resources
Curriculum Planning
1. Strands and Strand Units:
We have prepared a two-year plan for each class level.
We have included work from each strand for each year and will cover all strand units
over a 2 year period.
In the plan we have included a range of habitat studies based on our immediate
environment for each class grouping. We will use a balanced mix of theme-based
approach to SESE, cross-curricular work and subject-centre focus.
Junior Infants
Term
Strand Unit
Content
Curriculum
Autumn
Myself
Body
– Page 24
similarities/differences
Body – changes as we
grow
Teacher
Guidelines
Page
118
121
Caring for my
Observe and appreciate
Locality
attributes of our locality
Develop a sense of
responsibility for its care
Implement
simple
strategies
for
its
improvement and care
Winter/Spring
Magnetism
Electricity
Forces
and Purposeful play with Page
magnets to observe effect
Use of electricity at
home/school
26
Dangers of electricity
Investigate the effects of
pushing and pulling of
various objects
26
Page
38,
108,
109,
136, 138
Summer
Properties and Investigate and compare Page 27
a variety of materials,
Characteristics
e.g. water, metal…….
of materials
Identify uses for these
materials
Grouping
of
these
materials according to
different
criteria
Observe floating and
sinking of objects
Page 124
Senior Infants
Term
Strand Unit
Content
Curriculum
Autumn
Plants and Investigate living things in Page 24
various habitats, e.g. trees,
animals
ponds…..
Investigate parts of living
things, e.g. flower, stem,
leaf….
Observe
growth
and
change of living things
Explore conditions of
change – need for growth
etc
Explore seasonal change
Winter/Spring
Light
Identify and name items in Page
relation to colour
Explore various colours
and
group
objects
accordingly
Teacher
Guidelines
Pages 26, 62,
64, 66, 68,
70, 78, 82,
84
25
Page 90
Explore
shadow
and
colour in our natural
environment
Sound
Summer
Heat
Explore
sound
and
difference
of
sound,
high/low
etc
Explore making sound percussion
25
Investigate
through
weather/bodies
hot/cold Page 25
our
Explore how to maintain
heat/cold
Materials
and Change
Observe the effects of
water on objects/materials Page 27
Observe the effects of
heating/cooling
objects/materials
Page 124
Rang1
Term
Strand Unit
Content
Curriculum
Autumn
Myself
Body
–
identify Page 41
external parts
Teacher
Guidelines
Page
Locate sense and link
to body parts
Measure
body
changes and identify
requirements needed
for growth
Identify and discuss
the basic elements –
air, soil, water etc
Caring for my
Introduce
co- Page 48
Locality
dependence, e.g. food
chain
Pollution – causes and
prevention
Winter/Spring
Magnetism
Electricity
and Purposeful play with Page
magnets – observe
effects
Observe attraction to
different materials
44-45
Page 106
99
Observe
attraction
through
different
materials, water, card
etc
Static electricity
Uses/ dangers
electricity
home/school
of
at
Investigate pushing
and pulling of various
objects
Forces
Pushing power of
air/water – current,
wind
Floating/sinking
of
objects in various
substances
Friction of surfaces –
observe
rolling
distances
136, 138
121
Summer
Properties and Investigate materials Page 46
characteristics of and their uses in our
surroundings
materials
Page 126
Grouping materials
under
different
criteria – include
magnetism,
absorbency, etc
Investigate the uses of
these materials in
construction
Rang 2
Term
Strand Unit
Content
Curriculum
Autumn
Plants and Investigate living things in Page 42
various habitats
Animals
Teacher
Guidelines
Page 48, 62,
64, 68, 70,
73, 78, 80,
82
Investigate parts of living
things
Grouping living things by
characteristics,
e.g.
migration
Explore the conditions
needed for growth and
change, e.g. heat, light..
Explore life cycles of
plants and animals
Winter/Spring
Light
Explore
sources
importance of light
and Page
Observe transparency of
materials to light
Importance of the sun for
light, heat
43
Page
38,
108,
109,
136, 138
Learn dangers of the sun,
eyes, skin etc
Investigate various sounds
and how to make these
sounds
Develop
instruments
percussion
Sound
Summer
Heat
Explore various sources of Page 44
heat: sun, fire, radiator
Investigate
measure heat
how
to
Page
126
125,
Measure and
temperatures
compare
Observe
effects
of
heating/cooling solids and
liquids
Materials
and change
Explore how to maintain
temperature
Mixing materials and the
effects, eg paint
Rang 3
Term
Strand Unit
Content
Curriculum
Autumn
Human Life
Body – name external Page 61
and internal organs
Discuss
need
balanced diet
for
Examine the breathing
system, lungs, smoking
Examine the skeletal
system, muscles, bones,
joints
Observe, discuss and
record elements of our
local environment
Renewable/nonrenewable resources
Environmental
Awareness
Conservation
environment
of
our
Implementing
antipollution schemes
Identify issues and
responsibilities through
debate/action
Page 68
Teacher
Guidelines
Page
122
119,
Page 68, 70
Caring for the
environment
Winter/Spring
Magnetism
Electricity
and Push/pull effects- terms Page
attract/repel
are
introduced
64 Page
103
102-
Page
114,
138
112,
136,
Classification
into
magnetic/non-magnetic
Link magnets to the
compass
Static electricity
Uses/dangers
electricity
home/school
of
at
Construction of simple
circuits
Identify
conductors/insulators
Movement of objects –
push,
pull/stretch,
pulley, roll…
Forces
Slowing
moving
objects due to friction,
e.g. ball on carpet
Page 65
Investigate gravity
Leversdesigning
levers, see-saw
Floating/sinking
objects
Summer
of
Properties and Investigate properties Page 66
of various materials
Characteristics
of materials
Discuss solids, liquids,
and gases
Raw v. manufactured
materials
Grouping of materials
under specific criteria,
include
insulators/conductor,
magnetic, absorbency
Discuss uses of these
materials
in
construction
Page 127
Rang 4
Term
Strand Unit
Autumn
Plants
Animals
Content
Curriculum
and Investigate living things Page 62
in various habitats
Teacher
Guidelines
Page 48,
64, 68,
73, 78,
82,
Explore conditions of
growth and how animals
adapt to environments
Uses of keys in the
identification of species
Explore food chains and
life cycles
Explore technology in
the everyday context
Identify
the
positive/negative effects
of technology on our
environment
Science
and
the
Environment
Winter/Spring
Light
Page 69
Light as a form of Page 63
energy,
explore
transparency
of
materials
Explore natural
artificial light
Observe
spectrum
Observe
light
the
and
light
refection
of
Identity the importance
/dangers of the sun
Sound as a form of
energy
Creation
of
sound
through vibration
Summer
Page 94
Sound
How sound travels Page
through materials
Heat
Use of thermometer
Explore heat transfer
Uses of heat in the
home
–
energy
Page 64
63
Page 127
62,
70,
80,
85
saving….
Significance/dangers of
the sun’s heat
Effects
of
heating/cooling
on
Materials and solids, liquids and gases Page 66
change
Conductors
and
insulators of change
Mixing and separating
of materials
Testing of materials
under different criteria,
e.g. use of water, forces
Rang 5
Term
Strand Unit
Content
Curriculum
Autumn
Human Life
Body Identify structure of internal Page 83
and external organs
Discuss need for a balanced diet –
food pyramid
The breathing system effects of
smoking
Immune system – protecting our
bodies
Observe, discuss and record
elements of our local environment
Environmental
Awareness
Renewable/non-renewable
resources
Conservation of our environment
Implementing
schemes
Page 90
anti-pollution
Individual/community/national
and global responsibility
Caring for the
environment
Page 92
Teacher
Guidelines
Page
122
119,
Winter/Spring
and Push/pull, attract/repel, lift/hold Page 86
effect of magnets
Magnetism
Electricity
Page
102,103, 104
Investigate making magnets – the
electromagnet
Construct a variety of simple
circuits
Uses/dangers of electricity
Movement of objects – push, pull,
pulley, wind, water..
Forces
Pages 40-41
Effects of friction – slowing
Page
objects and generating heat
87
114,
116,
136, 138
Introduce gravity as a force
Use of levers to lift, turn
Design
Summer
Properties and Solids, liquids, gases, their Page 88
properties
Characteristics
of materials
Investigated and group different
materials, including oxygen
Page 127
The decay of various materials
Composition of our air – its
properties
Different
gases
in
our
environment and everyday uses
Rang 6
Term
Strand Unit
Autumn
Plants
Animals
Content
Curriculum
and Investigate living things in various Page 84
habitats
Explore conditions of growth and
how animals adapt to environments
Uses of keys in the identification of
species
Explore food chains and life cycles
Explore characteristics of specific
Teacher
Guidelines
Page 62, 64,
66, 68, 70,
78, 82
groups, e.g. mammals, birds, fish
Explore conditions of growth in
detail including reproduction
Explore technology in the everyday
context
Identify the positive/negative effects
of technology on our environment
Look at technology and important
scientists/inventions in our world
Page 91
Science
and
the
Environment
Winter/Spring
Light
Characteristics of light – energy Page 85
form, spectrum, reflection, refraction
Page
Uses of lens.
Importance of sight
Importance
of
photosynthesis
the
sun
–
Dangers of sunlight
Characteristics of sound – vibration,
energy, travel, travel through
materials
Sound
Making
fo
sound
percussion, vibration
through Page 85
Importance of hearing
Summer
Heat
Use/explanation
of
terms Page 86
conduction, convection, radiation
Transfer of heat, sources, renewable,
Page 128
95
non-renewable heat
Use of thermometer
Effects of heating/cooling on solids,
liquids and gases
Conductors and insulators of change
Mixing, separating and dissolving of
materials
Page 89
Materials and
Testing of materials under different
change
criteria, e.g. use of water, force
Fire triangle – oxygen, fuel, heat.
Heat at home
2. Children’s Ideas:
We will use childrens’ ideas as a starting point for all scientific activity
Strategies we will use to elicit children’s ideas are
 Talk and dicussion
 Open and closed questioning
 Annontated drawings
 Concept maps
 Concept cartoons
 Brainstorming
 Free play with materials
________________________________________________________________________________
3. Practical Investigations:
When planning practical investigations we will use
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Open Investigations: Pupils are given or may suggest an open question for
which they have to design their own investigstion
Closed Investigations: Pupils will engage in activities where the end result
is obvious and there are not many variables.
Fair Testing: Pupils develop a sense of what should be kept the same and
what should be variable to ensure that an investigation is fair.
We will consult the Teacher Guidelines pg 54 in this regard.
_____________________________________________________________________________
4. Classroom Management:
A combined approach of whole class work, small group work and individual work on
chosen topics and projects will be used in each class.
Children will be given opportunities to work together collaboratively and share their
own ideas.
Each class will have a science display area.
Teachers will use their professional judgement to decide which methods and
approaches are best suited to the needs of their pupils.
________________________________________________________________________________________
5. Methodologies:
We plan to use the key methodologies of the Primary Curriculum in the teaching of
Science :
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Active learning
Problem solving
Developing skills through content
Talk and discussion
Co-operative learning
Use of the environment.
We have also identified the following as methodologies particular to Science and will
employ them where possible as a central element of the key methodologies.
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Free exploration of materials
Use of everyday objects and materials in the environment
Outdoor investigation and Fieldwork
ICT
Methodologies we have identified for development are:
 Outdoor investigation and Fieldwork
 ICT
________________________________________________________________________________________
6. Linkage and Integration:
We encourage the linkage of strands within the science curriculum and the integration
of science with other subject areas.
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Human Life units on growth and reproduction will integrate with SPHE
Environmental awareness and care is closely integrated with the SPHE and
Geography curricula.
Design and Make activities will also form part of the Visual Arts content.
Links with the Maths curriculum are many e.g graphing results of
investigations,
The strand unit on sound is an integral part of the Music curriculum e.g.
Sounds in the environment and the designing of musical instruments.
Various “line of Development” studies in History will lend themselves
meaningfully to scientific investigation, e. g Clothes over the years and
Materials
________________________________________________________________________________________
7. Using the Environment
We have a completed an environmental audit of the school grounds and the surrounding
Locality.
Each class will engage in designated habitat studies: (Examples)
Also used for Geography: Natural Environment: the local natural environment
Junior
Infants
School
Gardens
&
Buildings
Senior
Infants
Seomra
Glas
Rang 1
Rang 2
Rang 3
Rang 4
Rang 5
Rang 6
Peatland
Clonbullo
gue
Donadea
Forest
Rahan
Wood
Royal/Gr
and
Canal
Lullymore
Bog
Nurney
Organic
Farm
_______________________________________________________________________________________
8. Balance between Knowledge and Skills:
Science is not only concerned with the acquisition of knowledge but the understanding of
concepts. We can nurture this understanding by developing skills of questioning,
observing, predicting, investigating, analysing and recording and therefore acquiring
knowledge. Children will explore, plan and analyse materials through design and make
activities. Pupils will be given an opportunity to engage in Design and Make activities
appropriate to their ability and area of study.
________________________________________________________________________________________
9. Assessment – Looking at Childrens’ Work:
In science we will assess
 Knowledge
 Understanding
 Skills
 Attitudes
 Ability to work collaboratively
Assessment will be in the form of
 Teacher observation
 Concept-mapping
 Annotated drawings
 Teacher-designed tasks and tests
 Portfolio and project work
 Self- Assessment Learning Folders
There will be opportunities for the pupils to engage in self-assessment as they analyse
the success of design and make activities and get an opportunity to view their own
work portfolios. Information from assessment will be communicated to parents in the
school report at the end of the year and at the parent/teacher meetings.
10. Children with Special Educational Needs:
It is important that all children experience a rounded environmental education. Science plays
a pivotal role in this education and so we will do our best to ensure that every child will have
opportunities to engage in learning activities appropriate to their abilities.
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Teachers will use a mixture of whole-class teaching and group work,
with different groups set tasks of various complexities.
Teachers will develop their questioning techniques spanning from
simple recall to more complex and analytical skills so that all pupils
will have opportunities for success.
Different ways of recording and communicating findings will be
encouraged: drawing, ICT, written records, oral reports and models.
All children benefit from active involvement in the environment so all
will be encouraged to participate in fieldwork.
The exceptional ability child will be encouraged to undertake
additional research and recording their scientific findings in a variety
of ways.
SNA support, where applicable, for particular children or groups as
directed by class teacher.
All teachers will familiarise themselves with the Guidelines for Children with General
Learning Difficulties (NCCA )
________________________________________________________________________________________
11. Equality of Participation and Access:
Refer to school’s Equality Policy
*Boys and girls will be have equal opportunities to participate in science lessons and
activities.
*Equal opportunity will be given to boys and girls to experience all strands.
*Provision will be made for children experiencing any form of disadvantage or whose first
language is not English
Science will be for all children regardless of gender, age or ability
________________________________________________________________________________
Organisational Planning
12. Timetable
In keeping with the recommendations in the Primary School Curriculum Introduction (page
70) a minimum of two and quarter hours per week is devoted to SESE in infant classes and a
minimum of three hours per week for classes 1st to 6th.
45 minutes of this time will be spent on Science in infants
One hour of this time will be spent on Science in 1st and 2nd
*On occasion, time will be blocked as appropriate. This might occur when
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working on a integrated project
exploring the local environment
Teachers will use discretionary curriculum time ( 2 hours per week) for SESE as appropriate.
________________________________________________________________________________________
13. Resources and Equipment:
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We have attached a list of our current resources for science to this plan.
Equipment and resource materials will be held in the Resource Room ‘Science
Trays’.
The equipment will be checked and updated at the end of each year by postholder for resources.
Any equipment purchases will be organised by the post-holder in consultation
with the staff needs and requirements.
The school encourages the use of science websites providing this is within the
safe use of the internet guidelines- see attached list of websites
We have completed an environmental audit of the immediate locality and have
decided how to use it as a resource.
We will not use Textbooks as the primary resource. We aim to phase out the
listing of SESE textbooks on the ‘School Booklist’. A stock of appropriate
textbooks will be compiled and used as a resource when appropriate.
Environmentalists in the community will be asked to talk to the children and
share their knowledge with them. (Dick Warner, Ferga Kenny, Michael Jacob)
Extra resources will be acquired according as funding is made available.
________________________________________________________________________________
14. Health and Safety
We have a Health and Safety policy in place in our school which covers safety concerning the
handling of equipment and out of school activities such as fieldwork (See Geography Teacher
Guidelines P 74 – 78 for guidance on such a policy)
Teachers will consult the Principal whenever it is proposed to engage in fieldwork.
During practical work teachers will be aware of the safety implications of any exploratory or
investigative work to be undertaken. Successful and enjoyable investigations require sensible
planning, good supervision and adherence to safety rules.
Outdoor work will be based in areas that are accessible for children, teachers and helpers and
that are safe. Preliminary visits by teachers to the site will be necessary to identify potential
hazards. If there are apparent dangers then a more suitable habitat will be selected for study.
Habitat studies involve children in working with plants and animals, and teachers will be
made aware that some children may be allergic to some animals and plants.
When designing investigative activities teachers will find useful safety advice in the Teacher
Guidelines for Science and in Safety in School Science ( An Roinn Oideachais 1996).
15. Individual Teachers’ Planning and Reporting:
Teachers will consult this Whole School Plan and the curriculum documents for Science when
they are drawing up their long and short term plans.
Teachers will include all the strands and strand units every year and will select objectives
within the strand units each year. Staff teaching the same class level will decide collaboratively
on objectives chosen and will inform subsequent teachers of content covered to ensure
continuity in our spiral curriculum.
Where it is meaningful and suitable Geography will be taught in a thematic way to integrate
with the other SESE subjects of History and Science.
Cúnais Míosúil will assist in recording work covered , in evaluating progress in Science and in
informing future teaching.
________________________________________________________________________________________
16. Staff Development:
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Teachers will have access to reference books , resource materials and websites dealing
with Science .
Staff will be encouraged to research and try out new approaches and methodologies.
Post-holder with responsibility for resources will be responsible for keeping resource
material up to date and will arrange for opportunities for resources to be assessed for
purchase.
Teachers will be encouraged to attend inservice workshops and courses on Science in
order to enhance their understanding and teaching of the subject. They will upskill
other staff in what they have learned by sharing the expertise acquired at these
courses during staff meetings.
The culture in our school is one that encourages the sharing of experience and good
practice.
17. Parental Involvement:
Parents are invited to celebrate and view results of projects, surveys, investigations in the
school or read about them in the school newsletter. A Science Day will be held at least every
second year. The Post-holder with responsibility for Science will organise this.
18.Community Links:
 People in the local community who have an interest and knowledge in the environment
will be invited to speak to the children.
 The Clocha Rince Community Library will be a source of knowledge for the children.
 The work of some national agencies relates to aspects of the Science programme. As
well as accessing materials produced by these agencies specicically for schools , we will
welcome visits by speakers from these organisations.
Tree Council
Sustain Energy Ireland
Green Schools
Bird Watch Ireland
 Implementation
(a) Roles and Responsibilities:
The plan will be supported , developed and implemented by all staff members.
Post-holder with responsibility for Science will arrange for;
 Scientific audit of school grounds and immediate locality.
 Fieldwork trails and packs.
 Purchase, maintenance and storage of resources.
 Leading the development of new methodologies identified.
 Liaising with community organisations and relevant agencies.
 The development of ICT as a learning tool in Science and the vetting of
websites.
 Review
It will be necessary to review this plan on a regular basis to ensure optimum implementation of the
Science curriculum. This Plan will be reviewed during the 2013/2014 school year.
 Ratification
This policy was ratified by the Board of Management at a meeting on 20th June 2013.
Resources required for the Science Programme
Living Things : Myself/Human Life
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Mirrors – plastic
Metre sticks
Height chart
Thermometer
Measuring tape
Bathroom scales
Living Things : Animals and plants
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Flower pot
Insect cages
Small trowels
Aquarium tank
Old spoons
Sheets of Perspex or plastic
Watering can
Plastic tubing
Hand lenses
Nature viewers
Microscope
Binoculars
Magnispectors
Bird table
Energy and Forces : Magnetism and Electricity
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Magnets – including bar, button, horseshoe
Screw in light bulb holders
Bulbs and batteries
Iron filings
Crocodile clips
Needles
Wires
Compasses
Electric buzzers
A range of magnetic materials
Electric bells
Electric motor
A selection of metals
Wire stripping pliers
Steel wool
Screwdrivers
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Energy and Forces : Light
Torches
Curved mirrors and Plane mirrors
Glass blocks and triangular prism
Shiny objects that will act as mirrors; spoons, biscuit tin lid, sheet metal
Transparent, translucent and opaque materials
Colour filters
Candles
Old spectacle lenses
Projector
Energy and Forces : Heat
 Thermometers
 Candles
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Energy and Forces : Sound
 Tuning forks
 Rubber bands – different sizes and thickness
 Guitar strings
Energy and Forces : Forces
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wheeled toys
Oil, grease, polish, wax
Inclined plane
Sandpaper
Springs
Mechanisms: tongs, pliers, nutcrackers, toys, old clock etc
Weights
Marbles
Balls
Construction sets such as Meccano, wheels, pulley, axle rod, gears
Timers
Stop clock and watches
Balloons
Plastic syringes
Pulleys
Materials
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Funnels
Polystyrene sheets, blocks, balls and beads
Sieves, plastic, various meshes
samples of fabrics and fibres
Food colouring
Samples of soap and detergent
Dyes
Materials from the kitchen or bathroom such as sugar, salt, soda, chalk, oil, soda water, lime water,
tea, coffee, bath salts, flour
Samples of different metals
Pebbles, stones, bricks and rocks
Samples of different woods and wood products
Samples of different papers, blotting paper, tissue paper, paper towels, waxed paper, greaseproof
paper, newsprint
Corks
Equipment and materials required for designing and making
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Construction kits such as Lego Technic, K’Nex, Fischer Technik, Meccano, Master Builder
Mechanisms – egg beater, bicycle pump, jack, hinges, toys etc
Hammer and nails
Nuts and bolts
Hacksaw and spare blades
Wood glue
Clamp
Sandpaper
Screwdriver and screws
Craft Knife
Hand Drill
Ruler and Scissors
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Clips
Spanners
Needle
Rotary Cutter
G Clamp
Consumable Materials
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Plasticine
Plaster of Paris
Clay
A range of fabrics and fibres
Fasteners – bulldog clips, paper clips, hair clips, clothes pegs
Soft woods
Foil
Metals
Acetate
Plastic
Rubber
Dowels of various lengths and thickness
Thin wire
String and threads
Adhesives
Paints
Domestic Reclaimable Waste
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plastic bottles of various sizes
plastic straws
aluminium foil
thread spools
tins
range of empty boxes, lids, containers and tubes
coat hangers
polystyrene block and beads
scrap cord and board
corks of varying sizes
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