Being Scientific: Working Scientifically in Enquiry and Investigation - Carrying Out InvestigationsQuick View

Being Scientific: Working Scientifically in Enquiry and Investigation - Carrying Out Investigations

This PDF resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In its PDF form it can be used to print out cards for the students, or to run on the whiteboard to aid teaching. You can also download this resource as a fully editable Word or PowerPoint document from the TES website. SO WHAT DOES IT DO? When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries. WHAT’S IN IT? The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: Observing and Measuring, progressing to a consideration of accuracy and sample size. WHAT ARE THE BENEFITS? When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!) This resource is also available as a PowerPoint and as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com
Tara_Lievesley
Being Scientific: Working Scientifically in Enquiry and Investigation - Enquiry TypesQuick View

Being Scientific: Working Scientifically in Enquiry and Investigation - Enquiry Types

This PDF resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In its PDF form it can be used to print out cards for the students, or to run on the whiteboard to aid teaching. You can also download this resource as a fully editable Word or PowerPoint document from the TES website. SO WHAT DOES IT DO? When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries. WHAT’S IN IT? The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! What follows is a ‘child friendly’ set of support cards that set out the essence of each type of enquiry so the students can start to consider which one they should use and why. WHAT ARE THE BENEFITS? When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!) This resource is also available as a PowerPoint and as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com
Tara_Lievesley
Being Scientific: Working Scientifically in Enquiry and Investigation - Complete ResourceQuick View

Being Scientific: Working Scientifically in Enquiry and Investigation - Complete Resource

This is the COMPLETE pdf resource that you can purchase individual parts for to help with focus on scientific enquiry/working scientifically skills and working in a scientific manner, whilst maintaining the ‘enquiry cycle’, with progression built in. There is also support for deciding on the type of enquiry. This resource and be used from 5 year olds upwards, depending on ability. You can view a sample for free from here: http://www.makingitpractical.com/beingscientific.html The individual elements are for sale, but this 'bundle' also includes the student's and the display documents as a bonus. Whilst the terminology may have changed to ‘Working Scientifically’ in the National Curriculum for England, and the International Community use Inquiry rather than Enquiry, the skills involved are still pretty much the same what every you call them. It’s about ‘being scientific’ and this involves thinking in a certain way - simply put, it is about asking questions and finding answers. The method developed in the way the questions are answered and the analysis of the data discovered, leading to more questions… and so the cycle continues… This resource was developed to support that process as well as the use of individual skills. Each stage (the 7 boxed areas) has a series of age related support cards ‘underneath’ it, so the resource is quite a large one! Use it either with children for independent work or for you, the teacher, to use as an aid or prompt. Use it on the whiteboard for whole class teaching and to help illustrate which skill area is being developed in that session. If you want to develop individual skills as a focus of a lesson whilst maintaining the concept that it is part of a bigger picture, then this resource can help you. There is also the opportunity to use this as a 'desk resource' such as used when providing prompts and key points for different genres of writing. Based on the a generic progression, bringing together aspects of thinking, child development, and Blooms Taxonomy this resource supports the National Curricular of many countries without being restrictive to a single one. By definition because of the author’s background, it will be more closely aligned to the English National Curriculum for Science than any other. The resource consists of: pdf of PowerPoint of the individual resources also available from the author on the TES website A pupil version for when they are planning a complete investigation (older pupils) A display version, to enable you put examples of each skill on display, depending on your topic. This resource is also available as a PowerPoint and as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources I have: tara@makingitpractical.com
Tara_Lievesley
Being Scientific: Working Scientifically in Enquiry - Developing Understanding of Graphs and TablesQuick View

Being Scientific: Working Scientifically in Enquiry - Developing Understanding of Graphs and Tables

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general. Drawing tables and graphs can be a tricky business. This resource can be used with pupils to help them remember the 10 points they need, so if you mark out of 10 then they can start to see what mistakes they have made. Obviously this can help with other subjects than science! Another way to support this is with asking pupils to spot the mistakes... much easier than spotting what is correct! Here are a few examples to get you thinking and going. Having drawn the graph, how do you extract the information? Why not phrase it like 'telling a story'? Here are a few to get you started... This resource is also available as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources I have: tara@makingitpractical.com
Tara_Lievesley
Being Scientific:  Working Scientifically in Enquiry and Investigation - Asking Testable QuestionsQuick View

Being Scientific: Working Scientifically in Enquiry and Investigation - Asking Testable Questions

This PDF resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In its PDF form it can be used to print out cards for the students, or to run on the whiteboard to aid teaching. You can also download this resource as a fully editable Word or PowerPoint document from the TES website. SO WHAT DOES IT DO? When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries. WHAT’S IN IT? The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: Learning how to ask Questions that are Testable, rather than just 'questions'. WHAT ARE THE BENEFITS? When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!) This resource is also available as a PowerPoint and as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com
Tara_Lievesley
Being Scientific: Working Scientifically in Enquiry and Investigation - Analysing and ConcludingQuick View

Being Scientific: Working Scientifically in Enquiry and Investigation - Analysing and Concluding

This PDF resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In its PDF form it can be used to print out cards for the students, or to run on the whiteboard to aid teaching. You can also download this resource as a fully editable Word or PowerPoint document from the TES website. SO WHAT DOES IT DO? When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries. WHAT’S IN IT? The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: Analysing Data and being able to draw Conclusions from this, with the knock on benefit of supporting Literacy skills. WHAT ARE THE BENEFITS? When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!) This resource is also available as a PowerPoint and as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com
Tara_Lievesley
Being Scientific: Working Scientifically in Enquiry and Investigation - Controlling VariablesQuick View

Being Scientific: Working Scientifically in Enquiry and Investigation - Controlling Variables

This PDF resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In its PDF form it can be used to print out cards for the students, or to run on the whiteboard to aid teaching. You can also download this resource as a fully editable Word or PowerPoint document from the TES website. SO WHAT DOES IT DO? When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries. WHAT’S IN IT? The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: Controlling Variables as part of the Fair Test type of enquiry, but with the shift of focus towards the older students of variables to consider in other enquiry types. WHAT ARE THE BENEFITS? When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!) This resource is also available as a PowerPoint and as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com
Tara_Lievesley
Being Scientific:  Working Scientifically in Enquiry and Investigation - PlanningQuick View

Being Scientific: Working Scientifically in Enquiry and Investigation - Planning

This PDF resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In its PDF form it can be used to print out cards for the students, or to run on the whiteboard to aid teaching. You can also download this resource as a fully editable Word or PowerPoint document from the TES website. SO WHAT DOES IT DO? When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries. WHAT’S IN IT? The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: Planning the Enquiry and Starting to Consider which Type of Enquiry is Appropriate to Use and Why. WHAT ARE THE BENEFITS? When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!) This resource is also available as a PowerPoint and as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com
Tara_Lievesley
Being Scientific: Working Scientifically in Enquiry and Investigation - EvaluatingQuick View

Being Scientific: Working Scientifically in Enquiry and Investigation - Evaluating

This PDF resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In its PDF form it can be used to print out cards for the students, or to run on the whiteboard to aid teaching. You can also download this resource as a fully editable Word or PowerPoint document from the TES website. SO WHAT DOES IT DO? When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries. WHAT’S IN IT? The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: Evaluating the Method and the Results and Refining the Activity as well as starting to consider additional questions to investigate. WHAT ARE THE BENEFITS? When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!) This resource is also available as a PowerPoint and as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com
Tara_Lievesley
Being Scientific: Working Scientifically in Enquiry and Investigation - Presenting EvidenceQuick View

Being Scientific: Working Scientifically in Enquiry and Investigation - Presenting Evidence

This PDF resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In its PDF form it can be used to print out cards for the students, or to run on the whiteboard to aid teaching. You can also download this resource as a fully editable Word or PowerPoint document from the TES website. SO WHAT DOES IT DO? When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries. WHAT’S IN IT? The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: Making the Decision on the Most Appropriate Way of Presenting the Data Gathered, and Communicating what was Found Out. By sharing that there are many ways in which information can be shared and presented this help decision making and also makes more links to maths, for example. WHAT ARE THE BENEFITS? When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!) This resource is also available as a PowerPoint and as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com
Tara_Lievesley
Being Scientific: Working Scientifically in Enquiry and Investigation - Assessment and ProgressionQuick View

Being Scientific: Working Scientifically in Enquiry and Investigation - Assessment and Progression

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general. Assessment for Learning is crucial for progression, but as teachers we need to have the tools to provide the next steps for children.  The idea of progression hasn’t changed: children still learn to walk before they can run (in the main!).  So where do you go for tools to help you?  There are many on the Internet and this is another, used by many schools I have worked with, and still used, despite the changes to the curriculum as progression hasn’t changed in skills: it’s only the topics that we provide the context for the skills that have changed: skills are the continuity in the science curriculum, they are the place to start. First we need an overview of what progression looks like: and this colourful image should help.  The key features are picked out in bold and taken from the National Curriculum for England, with supplementary ideas for other years groups, based on not only Blooms Taxonomy, but also the idea of Children Progression in general.   (If you want it in old fashioned language then Y6 is a mid level 5!) The devil though, as always, is in the detail.  So underlying this resource is a grid that has been developed more years than I care to mention, (and definitely prior to APP!) That can be used to help with feedback and planning next steps for you and your class.  There is also a set of questions to help as feedback comments for children to complement this resource. These resources is also available as a Word Document (from the TES website), which are then fully editable. Contact me if you have any questions or to find out about other resources I have: tara@makingitpractical.com
Tara_Lievesley
Being Scientific: Working Scientifically in enquiry and Investigation - Using Secondary SourcesQuick View

Being Scientific: Working Scientifically in enquiry and Investigation - Using Secondary Sources

This PDF resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In its PDF form it can be used to print out cards for the students, or to run on the whiteboard to aid teaching. You can also download this resource as a fully editable Word or PowerPoint document from the TES website. SO WHAT DOES IT DO? When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries. WHAT’S IN IT? The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: How to use Research and use of Secondary Sources as part of progression in not only this skill but also within this type of enquiry. WHAT ARE THE BENEFITS? When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!) This resource is also available as a PowerPoint and as a Word document (from the TES website), which is then fully editable. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com
Tara_Lievesley
Differentiation and Marking Work EffectivelyQuick View

Differentiation and Marking Work Effectively

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general. A quick helpful guide on the ways you can support differentiation, along with support with planning objectives and outcomes as your first port of call of differentiation. This is often forgotten when planning, particularly in science for the skills, but these are what science is all about.
Tara_Lievesley
Being Scientific: Working Scientifically in Enquiry and Investigation - Analysing editableQuick View

Being Scientific: Working Scientifically in Enquiry and Investigation - Analysing editable

This fully EDITABLE resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In the Word form it can be used to print out cards for the students, in particular the second page which can be blown up to A3 for groups of students to plan their ideas, or as the PowerPoint it can run on the whiteboard to aid teaching. You can also download this resource as a PDF document from the TES website (cheaper!). SO WHAT DOES IT DO? When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries. WHAT’S IN IT? The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: Analysing Data and being able to draw Conclusions from this, with the knock on benefit of supporting Literacy skills. WHAT ARE THE BENEFITS? When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!) This resource is also available as a PDF document (from the TES website), which is priced cheaper. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com
Tara_Lievesley
Being Scientific: Working Scientifically in Enquiry and Investigation - Asking Questions editableQuick View

Being Scientific: Working Scientifically in Enquiry and Investigation - Asking Questions editable

This fully EDITABLE resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In the Word form it can be used to print out cards for the students, in particular the second page which can be blown up to A3 for groups of students to plan their ideas, or as the PowerPoint it can run on the whiteboard to aid teaching. You can also download this resource as a PDF document from the TES website (cheaper!). SO WHAT DOES IT DO? When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries. WHAT’S IN IT? The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: Learning how to ask Questions that are Testable, rather than just 'questions'. WHAT ARE THE BENEFITS? When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!) This resource is also available as a PDF document (from the TES website), which is priced cheaper. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com
Tara_Lievesley
Being Scientific: Working Scientifically in Enquiry and Investigation - Planning editableQuick View

Being Scientific: Working Scientifically in Enquiry and Investigation - Planning editable

This fully EDITABLE resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In the Word form it can be used to print out cards for the students, in particular the second page which can be blown up to A3 for groups of students to plan their ideas, or as the PowerPoint it can run on the whiteboard to aid teaching. You can also download this resource as a PDF document from the TES website (cheaper!). SO WHAT DOES IT DO? When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries. WHAT’S IN IT? The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: Planning the Enquiry and Starting to Consider which Type of Enquiry is Appropriate to Use and Why WHAT ARE THE BENEFITS? When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!) This resource is also available as a PDF document (from the TES website), which is priced cheaper. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com
Tara_Lievesley
Being Scientific: Working Scientifically in Enquiry and Investigation - Presenting Evidence editableQuick View

Being Scientific: Working Scientifically in Enquiry and Investigation - Presenting Evidence editable

This fully EDITABLE resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In the Word form it can be used to print out cards for the students, in particular the second page which can be blown up to A3 for groups of students to plan their ideas, or as the PowerPoint it can run on the whiteboard to aid teaching. You can also download this resource as a PDF document from the TES website (cheaper!). SO WHAT DOES IT DO? When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries. WHAT’S IN IT? The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: Making the Decision on the Most Appropriate Way of Presenting the Data Gathered, and Communicating what was Found Out. By sharing that there are many ways in which information can be shared and presented this help decision making and also makes more links to maths, for example. WHAT ARE THE BENEFITS? When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!) This resource is also available as a PDF document (from the TES website), which is priced cheaper. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com
Tara_Lievesley
Being Scientific: Working Scientifically in enquiry and Investigation - Using Secondary Sources EditQuick View

Being Scientific: Working Scientifically in enquiry and Investigation - Using Secondary Sources Edit

This fully EDITABLE resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In the Word form it can be used to print out cards for the students, in particular the second page which can be blown up to A3 for groups of students to plan their ideas, or as the PowerPoint it can run on the whiteboard to aid teaching. You can also download this resource as a PDF document from the TES website (cheaper!). SO WHAT DOES IT DO? When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries. WHAT’S IN IT? The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! What follows is a ‘child friendly’ progressive set of support cards with initially simple cloze procedures, through to some key questions to consider for the skill being focussed on, helping students progress from the beginning of primary school through to early secondary years. This skill in this set is focussed on: How to use Research and use of Secondary Sources as part of progression in not only this skill but also within this type of enquiry. WHAT ARE THE BENEFITS? When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!) This resource is also available as a PDF document (from the TES website), which is priced cheaper. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com
Tara_Lievesley
Being Scientific: Working Scientifically in Enquiry and Investigation - Enquiry Types editableQuick View

Being Scientific: Working Scientifically in Enquiry and Investigation - Enquiry Types editable

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general. This fully EDITABLE resource is for teachers as a teaching tool, but also as a self-assessment support type tool for students, when teaching science. In the Word form it can be used to print out cards for the students, in particular the second page which can be blown up to A3 for groups of students to plan their ideas, or as the PowerPoint it can run on the whiteboard to aid teaching. You can also download this resource as a PDF document from the TES website (cheaper!). SO WHAT DOES IT DO? When teaching science, it is the skills and the thinking scientifically that make a scientist, not the knowledge or facts that are gained. This resources (part of a set on ‘Being Scientific’) helps to not only identify the skills, but to support progression within each individual skill area, helping create more confident and competent scientists in the classroom. Although it fits well with the NC for England, because it is based on thinking skills, child development and Bloom's taxonomy, it simply good practice and can be used in a variety of contexts and countries. WHAT’S IN IT? The first slide in each section of the resource has the Being Scientific Cycle included: what could be called the 'Enquiry Cycle' of asking questions, deciding on an approach to answer the question, presenting what was discovered and then asking further questions. This is in essence what science is all about: asking questions and finding answers, then asking more questions! What follows is a ‘child friendly’ set of support cards that set out the essence of each type of enquiry so the students can start to consider which one they should use and why. WHAT ARE THE BENEFITS? When planning lessons, focussing on an individual skill, in order to develop it further allows students to have more time to consider the WAGOLLs (What A Good One Looks Like) and how to refine this, without having to write everything for the whole investigation. This means that the students should only be writing up the skill being assessed. The rest of the process can be recorded in other ways such as photographs, listening to discussions, using floor books, etc. Obviously this also means more focussed marking (and less of it!) This resource is also available as a PDF document (from the TES website), which is priced cheaper. Contact me if you have any questions or to find out about other resources: tara@makingitpractical.com
Tara_Lievesley
Science Sublect LeadersQuick View

Science Sublect Leaders

This and all my resources are a result of many years both independent and LA consultancy, support of other teachers in schools, delivering training and a passion for science and teaching in general. Just a few ideas and resources, some old, some new, to support you in leading your subject. The best resource you can use if actually by registering and developing science with the Primary Science Quality Mark (PSQM) as this is the best subject leader tool I know. But these may help.
Tara_Lievesley