Whole School Plan for Science for Nagle-Rice Primary School.
Introductory Statement:
This plan was formulated by the teachers of Nagle-Rice P.S. following introductory science inservice days and in-school planning days.
Rationale:
We focussed on this area of planning to ensure that the revised guidelines for science were introduced 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:
Through our 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 childrens’ scientific skills as well as their scientific knowledge.
Environmental activities will foster a positive attitude and a sense of resposibility in our pupils for the natural and human environments.
Aims:
(Page 11 of curriculum statement)
The aims of social, environmental and scientific education are:
- to develop knowledge and understanding of scientific and technological concepts through the exploration of human, natural and physical aspects of the environment
- to develop a scientific approach to problem-solving which emphasises understanding and constructive thinking
- to encourage the child to explore, develop and apply scientific ideas and concepts through designing and making activities
- to foster the child’s natural curiosity, so encouraging independent enquiry and creative action
- to help the child to appreciate the contribution of science and technology to the social, economic, cultural and other dimensions of society
- to cultivate an appreciation of, and respect for, the diversity of living and non-living things, their interdependence and interactions
- to encourage the child to behave responsibly to protect, improve and cherish the environment and to become involved in the identification, discussion, resolution and avoidance of environmental problems and so promote sustainable development
- to enable the child to communicate ideas, present work and report findings using a variety of media
- to continue to develop and maintain our school garden.
Curriculum Planning
1.1Science Programme:
Strands and Strand Units: (Refer to Science Curriculum pp. 20 – 92)
LIVING THINGS
• Myself
Variety and characteristics of humans
Human life processes
• Human Life
Variety and characteristics of
humans
Human life processes
• Plants and animals/Plant and
animal life
Variety and characteristics of living things Processes of life.
ENERGY AND FORCES
- Light
- Sound
- Heat
- Magnetism and electricity
- Forces
MATERIALS
- Properties and characteristics of materials
- Materials and change
Heating and cooling
Mixing, separating and other changes
ENVIRONMENTAL AWARENESS AND CARE
- Caring for my locality/environment
- Environmental awareness
- Science and the environment
Skills
Working scientifically
- Questioning
- Observing
- Predicting
- Investigating and experimenting
- Estimating and measuring
- Analysing
Sorting and classifying
Recognising patterns
Interpreting
• Recording and communicating
Designing and making
- Exploring
- Planning
- Making
- Evaluating
Colour coding for entry point of specific content: Infants, First & Second, Third & Fourth, Fifth & Sixth.
We have prepared a two-year plan for each class level. We have included work from each strand unit for each year (see appendix 1). We have selected a range of content objectives from each strand unit to ensure breadth and balance in science throughout the class levels. 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 approaches to SESE, linking with other curricular areas.
1.2 Children’s Ideas:
We will use children’s ideas as a starting point for all scientific activity
Strategies we will use to elicit children’s ideas are:
- Talk and discussion
- Open and closed questioning
- Annotated drawings
- Concept maps
- Concept cartoons
- Brainstorming
- Free play with materials
1.3 Practical Investigations:
When planning practical investigations we will use
- Open Investigations: Pupils are given or may suggest an open question for which they have to design their own investigation
- 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)
1.4 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 classroom will have a science display area.
We encourage both the investigative approach and the teacher-directed approach.
Teachers will use their professional judgement to decide which methods and approaches are best suited to the needs of their pupils.
1.5 Key Methodologies:
We plan to use the key methodologies of the Primary Curriculum in the teaching of Science:
- 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:
- Free exploration of materials
- Use of everyday objects and materials in the environment
- Outdoor investigation and Fieldwork
- ICT
1.6 Linkage and Integration:
We encourage the linkage of strands within the science curriculum and the integration of science with other subject areas such as:
- Social, Personal and Health Education
- Geography
- Visual Arts
- Maths
- Music
- History
- Gaeilge
- English
1.7 Using the Environment
We have identified areas of the school grounds and the surrounding Locality that will be of use in supporting our science programme. Each class will engage in designated habitat studies:
Junior to Second:
Wall in school yard
Grass area near yard
Spring/summer flowers in grounds
Seasonal study of trees in the school grounds
Minibeasts on concrete surface area
Study of a logpile/stonepile in school grounds
Birds in our school grounds
Vegetable patch in school garden
Hedgerow
3rd – 6th class
Study of grass area behind school
Birds in our school grounds
Trees in our school grounds
Woodland habitat at Keelocloghane
Vegetable patch in the school garden
Spring/Summer flowers and fruit in the school garden
Abha Solais stream
1.8 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 abilities and area of study.
2. Assessment
2.1 Looking at Childrens’ Work:
In science we will assess
- Knowledge
- Understanding
- Skills
- Attitudes
- Ability to work collaboratively
2.2 Assessment will be in the form of:
- • Teacher observation
- Teacher-designed tasks and tests
- Project work
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 samples. Information from assessment will be communicated to parents at the parent/teacher meetings.
3. Children with Additional 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.
- 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 more able child will be encouraged/challenged to undertake additional research and recording their scientific findings in a variety of ways.
- The Guidelines for Children with General Learning Difficulties (NCCA ) are available for consultation.
4. Equality of Participation and Access:
(Refer to 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, when the need may arise.
Science will be for all children regardless of gender, age or ability.
5. Organisational Planning
5.1 Timetable
In keeping with the recommendations in the Primary School Curriculum Introduction (page 70) a minimum of two and a quarter hours per week is devoted to SESE in infant classes and a minimum of three hours per week for classes 1st to 6th.
*On occasion, time will be blocked as appropriate. This might occur when
- working on a integrated project
- exploring the local environment
Teachers will use discretionary curriculum time ( 2 hours per week) for SESE as appropriate.
6. Resources and Equipment:
- A list of our current resources for science are attached (see appendix 2)
- Any equipment purchases will be organised by the teachers.
- Science materials including science CD’s are stored in the staffroom in the Junior building and in the middle room in the Senior building.
- The internet will be used as a resource when necessary.
- We have identified features in the immediate locality and have decided how to use them as a resource in the teaching of science.
- We will use textbooks as a resource
- “Discover Primary Science” may be used to enhance our teaching of Science
- Environmentalists in the community may be asked to talk to the children and share their knowledge with them.
7. 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.
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 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).
We will also consult the “Be Safe” handbook ( The Association for Science Education) for advice on safety during such activities.
8. 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.
Where it is meaningful and suitable Science will be taught in a thematic way to integrate with the other SESE subjects of History and Geography.
The Cúntas Míosúil will assist in recording work covered, in evaluating progress in Science and in informing future teaching.
9. Staff Development:
- Teachers will have access to reference books, resource materials and websites dealing with Science .
- Teachers will be responsible for keeping resource material up to date and will arrange for opportunities for resources to be purchased.
- Teachers will be encouraged to attend inservice workshops and courses on Science in order to enhance their understanding and teaching of the subject.
- The culture in our school is one that encourages the sharing of experience and good practice.
10. Parental Involvement:
- “The What, Why and How of children’s learning in primary school”, NCCA DVD (2006) is available for parents to access.
- Fieldtrips/ habitat study/school garden/“Discover Primary Science” is supported by parental involvement.
11. Community Links:
- People in the local community who have an interest and knowledge in the environment may be invited to speak to the children.
- The mobile 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 specially for schools, we may welcome visits by speakers from these organisations .
12. Homework:
Homework may be given in the form of project work, research, worksheets and discussion at the discretion of the Class Teacher.
Success Criteria
We shall review this whole school plan in the future under the following headings:
- How individual teacher preparation, planning and teaching reflects this plan.
- Are procedures outlined in this plan consistently followed? e.g. procedures for fieldwork? Assessment?
- How methodologies listed in this whole school plan are working in the classroom
- Science Resources
- How well are Scientific concepts learnt by the children?
- How well are the children’s scientific investigation skills progressing?
- Evidence of practical activities in classrooms
- Evidence of indoor and outdoor work
Means of assessing the outcomes of the plan will include:
- Revisiting the aims of this plan as a staff
- Teacher / Parent feedback
- Children’s feedback
- Inspectors reports / suggestions
- Results of class assessment
Implementation:
The plan will be supported, developed and implemented by the teachers, pupils, parents and B.O.M of Nagle-Rice P.S. This plan will be implemented in January 2011.
Review:
It will be necessary to review this plan on a regular basis to ensure optimum implementation of the Science curriculum. We aim to review this plan in September 2014.
On this date we will refer to the tasks in our action plan and check that they have been completed in accordance with the agreed time frame. Those involved in the review will be the teachers.
Ratification and Communication:
This plan was ratified by the Board of Management on _______25-01-2011_____________
Appendix 1
Nagle Rice Primary School Programme of science work.
| Infants to Second Class | Living Things | Materials | Energy & Forces | Environmental awareness & care | |
| Year 1 | Unit 1 | Trees in the park | Wood | Caring for the local area | |
| Autumn term | Unit 2 | Houses and homes | |||
| Unit 3 | My senses-ears and hearing | Sound | |||
| Unit 4 | My senses- eyes and seeing | Light | |||
| Winter-Spring term | Unit 1 | Growing and changing | |||
| Unit 2 | The farm | Caring for plants and animals | |||
| Unit 3 | Materials and change | ||||
| Unit 4 | Magnetism | ||||
| Summer term | Unit 1 | Floating and sinking | |||
| Unit 2 | The pond | Caring for plants and animals | |||
| Unit 3 | The school garden | ||||
| Unit 4 | Wet & dry |
| Infants to Second Class | Living Things | Materials | Energy & Forces | Environmental awareness & care | |
| Year 2 | Unit 1 | Heat | |||
| Autumn term | Unit 2 | Seasonal change in living things | Caring for living things | ||
| Unit 3 | Clothes | ||||
| Unit 4 | Myself | ||||
| Winter-Spring term | Unit 1 | Caring for a local habitat | |||
| Unit 2 | Growing seeds & plants | ||||
| Unit 3 | Electricity | ||||
| Unit 4 | Mixing different materials | ||||
| Summer term | Unit 1 | Animals & plants near my school | |||
| Unit 2 | Toys | Pushing & pulling | |||
| Unit 3 | Litter | ||||
| Unit 4 | Materials in my classroom |
|
3rd & 4th CLASS Year 1 |
Living Things |
Materials |
Energy and Forces |
Environmental Awareness and Care |
|
|
Human Life – Healthy Eating | Properties & Characteristics– Materials and absorption | Light-Colour spectrum- Reflections | Environmental awareness/Caring for our Environment- Green School Programme |
|
Autumn Term |
Plant & Animal-Hibernation | Materials & Change-Mixing and Disolving | Science and the Environment-Bridges | |
| Human Life- Teeth | Properties & Characteristics of MaterialsSoft and Hard Materials | Sound – Investigating sound waves | Caring for the EnvironmentRenewable Energy | |
|
Winter –Spring Term |
Plant & Animals-Birds | Materials & Change-Mixture and Separation | ||
|
Summer Term |
Human Life-Bones & Muscles | Properties and Characteristics of Materials-Waterproof Materials | Forces-BalanceForces-Gravity | Science and the EnvironmentEarthworm / Composting |
|
|
Habitat Study-Knockreer House | Materials and Change-Effects of heating and cooling water | Environmental AwarenessWild Flowers |
| 3rd & 4th
CLASS Year 2 |
Living Things |
Materials |
Energy and Forces |
Environmental Awareness and Care |
| Autumn Term | Human Life-Skin and Hair | Properties and Characteristics materials- Materials that do not mix | Electricity- Circuits and Switches | Environment Awareness / Caring for the Environment- Green Schools |
| Habitat Study- Investigating plants and animal life in school yard | Materials and change- Evaporation and separation of salt and water | Science and the Environment-How science helps us in medicine. | ||
| Winter-spring Term | Human life- My senses | Properties and characteristics of materials- Conductors and insulators | Heat- Heat and Cold | Caring for the Environment- Origins of food and food production |
| Plants and Animals- Classification of animals | Materials and change- Kitchen chemicals and simple chemical reactions | |||
| Summer Term | Human Life- Hearing | Properties and Characteristics of Materials- Solids, Liquids & Gases | Magnetism- North/South Poles of magnets and compass | Science and the Environment- School Garden |
| Materials & change- Way of separating materials | Magnetism- Explore materials that are magnetic and how to make a magnet | |||
| Plant and animals- Life cycle of a butterfly |
| 4th & 5th Class
YEAR 1 |
Living Things |
Materials |
Energy and Forces |
Environmental Awareness and Care |
| Habitat StudySchool GroundsFootball Pitch | Properties of materialsSolid Liquid Gas | Electricity | Reduce Reuse Recycle | |
| Autumn Term | Grown from seed | Materials and Change | Static Electricity | Green Flag awarness |
| RespiratorySystemThe Lungs | RustingHeating and Cooling | Danger of Electricity | ||
| Plant and AnimalsMinibeasts | ||||
| Winter-spring Term | Heat | |||
| Sight – the human eye | Keeping food fresh | Water and air pollution | ||
| Brilliant Bones | Acid Rain | |||
| Plant and animal Wild Flowers | ||||
| Summer Term | Our WorldGlobal Warming | |||
| Plants & animalsWater Birds | Food PyramidFood Properties | Magnetism | ||
| Digestive System |
| 4th & 5th Class
YEAR 2 |
Living Things |
Materials |
Energy and Forces |
Environmental Awareness and Care |
|
Autumn Term |
I’m all ears | Famous Scientists | Light | Science and the Environment |
| Healthy Eating | A helping hand from Science | How science has has a positive and adverse effect on the environment | ||
| Food chains | Solar Panel | |||
| Winter-spring Term | Bird Study | Investigating Fabrics | ||
| Migration | ||||
| Animals moving animals | ||||
| Sedentary animals | ||||
| Summer Term | WaterSurface Tension | Sound | ||
| Human Reproduction(for fifth and 6th Classes) | Mix separate SolutionWater insects | Renewable energy sourcesNon renewable energy sources | ||
| Habitat StudyAbha Solais |
| 5th & 6th CLASS Year 1 |
Living Things |
Materials |
Energy and Forces |
Environmental Awareness and Care |
| Autumn Term | Habitat Study
|
Properties and characteristics of Materials | Light – reflectionRainbowsMirrorsPrisms
Light tricks The TV The Camera |
Awareness of Green School/Flag etc |
Human Life
|
Type of material separation | |||
Plants & Animals
|
||||
| Winter-spring Term | Human Life
|
Solid Liquid Gas –change to | Science and the Environment
|
|
Plants & Animals
|
Famous Scientists | Sound
|
|
|
| Summer Term | Human Life
|
Changing materialsColours/separation | Forces –
|
Caring for the environment
|
| Plants & AnimalsWhales, Dolphins, Fungi etc. | Properties of common metals(rusting etc) |
| 5th & 6th Year 2 |
Living Things |
Materials |
Energy and Forces |
Environmental Awareness and Care |
| Autumn Term | Habitat StudyRainforestThe Burren | Investigatingwood and use of itMan-made fibres | Magnets/Electricity
|
Green flag school and why? |
| Winter-spring Term | Human Life –
|
Heating/Cooling WaterEvaporation | Heat – properties of / effects on materials | Science and the EnvironmentOrganic food and GardeningSchool garden |
| Famous Irish Scientists | ||||
Plants & Animals –
|
||||
| Summer Term | Human Life
|
Paper through the ages/ usesNatural Fibres | ForcesSubmarinesScuba Diving | Caring for the EnvironmentReduce/Reuse/RecycleWater pollution |
Plants & Animals
|
Appendix 2
Nagle Rice Senior School Science Equipment
Living Things
Bug Collectors X 5
2- Way Bug Viewer
Hand Magnifiers X12
Jumbo Magnifier
Microscope
Electricity
Croc Clips x 10
Panel Buzzers x 5
Test Circuit
Switches (homemade with blocks of timber)
Electricity Kit (wire cutters, battery holders, screwdrivers, bulbs, wire)
Magnets
Horseshoe Magnets x 3
Wand Magnets x 3
10cm Bar Magnets x 2
5cm Bar Magnets x 2
Grey Ring Magnets x 20
Coloured Ring Magnets x 5
U Magnet x 1
Square Magnets x 10
Small Disc Magnets x 10
Ball Magnets
Iron Fillings
The Human Body
Body Reveal
The Human Body Posters
Human Anatomy Flip Chart
Skeleton Floor Puzzle
Model of the Heart
Light
12” Midi Concave Mirrors X 2
Prisms
Kaleidoscopes (2 Flat & 2 curved)
Push Pull Spring Balance
Litmus Papers
Graduated Cylinders
Selection of Syringes – 2ml, 5ml, 10ml, 20ml
Science Ball
Books
Let’s Make It Work With Magnets
Magnetism
Primary Science – Electricity
Primary Science – Light
Primary Science – Magnets
Windows on the World Science: Books 4, 5 & 6 (Edco)
What a Wonderful World! 4th. – 6th (CJ Fallon)
Science Quest 4 – 6 ( CJ Fallon)
Earthlink: 4th -6th (Folens)
Nagle Rice Junior School Science Equipment
Pooters x 10
Magnifying top
Weighing Scales
Jars
Measuring spoons x16
Measuring tape
Measuring jug
Torches x 3
Plotting compass x 40
Funnel
Latex gloves
Filter paper
Large mirror x 1
Small mirror x 10
Magnet and Spring Kit
Box of magnets