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During years 1 and 2, pupils should be taught to use the following practical scientific methods, processes and skills through the teaching of the programme of study content:
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Transforming Teaching & Learning
The principal focus of science teaching in lower key stage 2 is to enable pupils to broaden their scientific view of the world around them. They should do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They should draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out.
‘Working scientifically’ is described separately at the beginning of the programme of study, but must always be taught through and clearly related to substantive science content in the programme of study. Throughout the notes and guidance, examples show how scientific methods and skills might be linked to specific elements of the content.
Find objectives, teaching activities and worksheets for KS2 Maths.
In this activity you will measure gas exchange on your wild type and mutant plants and determine whether the plants differ in rates of carbon fixation or water loss at a set of standardised conditions. Your photosynthesis measurements will be done using an infrared gas analyser (IRGA) (Fig. 8). The IRGA uses infrared radiation to detect the concentration of H2O and CO2 in the air being pumped over a leaf in a chamber. In effect, the gas concentrations are compared before and after being passed by the leaf. Using information about the change in H2O and CO2,the IRGA calculates photosynthesis and stomatal conductance of water. Consider for a moment a well-lit leaf in the chamber — how would you expect the gas concentrations to change before and after exposure to the leaf? What if the chamber was darkened?
Examining the shape of the photosynthetic response to light reveals several important things about the biology of a leaf (Fig. 8C). In the dark, no photosynthesis takes place in C3 leaves and respiration (production of energy using O2 and producing CO2, just like animals do) is greater than photosynthesis. Therefore, plants show a net production of CO2. When light levels rise, photosynthesis starts and CO2 is taken up and fixed. The higher the light, the more CO2 can be fixed, up to a certain point when CO2 uptake is saturated. By determining the response of photosynthetic rate to light, we can identify the following parameters:
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Record the transmittances in the following table.
A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
The national curriculum for science aims to ensure that all pupils:
The programmes of study describe a sequence of knowledge and concepts. While it is important that pupils make progress, it is also vitally important that they develop secure understanding of each key block of knowledge and concepts in order to progress to the next stage. Insecure, superficial understanding will not allow genuine progression: pupils may struggle at key points of transition (such as between primary and secondary school), build up serious misconceptions, and/or have significant difficulties in understanding higher-order content.
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Pupils should be able to describe associated processes and key characteristics in common language, but they should also be familiar with, and use, technical terminology accurately and precisely. They should build up an extended specialist vocabulary. They should also apply their mathematical knowledge to their understanding of science, including collecting, presenting and analysing data. The social and economic implications of science are important but, generally, they are taught most appropriately within the wider school curriculum: teachers will wish to use different contexts to maximise their pupils’ engagement with and motivation to study science.
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The national curriculum for science reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. The quality and variety of language that pupils hear and speak are key factors in developing their scientific vocabulary and articulating scientific concepts clearly and precisely. They must be assisted in making their thinking clear, both to themselves and others, and teachers should ensure that pupils build secure foundations by using discussion to probe and remedy their misconceptions.
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