Science is a subject of which I have limited knowledge. I studied all 3 sciences at Standard Grade but it was never something I had much of a passion for. Naturally after reflecting on what little information I could remember, using the science audit Richard supplied, I knew it was my duty as a trainee teacher to do something to increase and develop my science knowledge.
Following the first Science input of this semester I have thought a lot about how to begin developing my knowledge and skills within the sciences. There are a wealth of online resources at my disposal as well as many places to visit and explore within the local area.
This brings me to the Tdt which Richard set myself and my fellow students. He asked us to set a SMART target that would help us develop our confidence and competence within Science. Below I have added mine in the form of a power point:
The Expectations and Outcomes which would be met by resulting lesson would be:
I can explore examples of food chains and show an appreciation of how animals and plants depend on each other for food.
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This comes from the section Planet Earth: Biodiversity and interdependence
Somes resources which could be used to plan the lesson/within the lesson:
Food chains:
http://www.bbc.co.uk/education/clips/zjshfg8
http://www.twinkl.co.uk/resource/t2-s-160-food-chain-sorting-game
Ideas for lesson:
Lucky dip bag filled with animal types (one per child). Once allocated each child must research their chosen animal using computers, books etc to find out about their food chain. They must then communicate with their class mates to find those with animals which are part of the same food chain. Once in groups they will be required to plan and produce a poster explaining the food chain with labels and pictures.
Simply by reflecting on my knowledge of science and acting to make it more vast I have been able to develop a better understanding of a particular topic area as well as discover many resources to use within placement. I now feel more confident and capable, ready to explore the other areas of the subject.
Great to see you taking your development seriously Hannah. The SMART target setting method can be used for all sorts of things (not just teaching!) and I like that you have provided a really sharp focus – with a specific goal in mind.
I like the video form the BBC – this link is available via your Glow login https://www.twigonglow.com/film/glossary/food-chain-689/ and is a little more complex. Twig is more secondary focussed but I suggest having a look – the wider food chain topic is covered here: https://www.twigonglow.com/search/?search=food+chains&search-btn= You could compare and contrast these, and how they could be used, with your peers?
As we always ask pupils to think about next steps – what will your next steps be? I’d encourage you to think about misconceptions with food chains. I once had a class work on this themselves and one food chain they developed included: mouse – cat – dog – horse – lion – blue whale – which was amusing but required me to revisit some of the fundamental misunderstanding.
Anyway something to consider,
Cheers.
Richard
Thank you for the useful links. I recognize now that the video I chose left a lot of things open ended whilst the video you shared with me goes into more depth and uses more scientific terminology. The use of terms like ecosystem and producers provide additional avenues to explore with the children. The video being used as a stimulus would be more effective in creating a discussion with the children as well as allowing me to gauge their current knowledge.
The second link to the wider food chain topic on twig led me to this video: https://www.twigonglow.com/film/what-is-a-food-chain-1223/ which is, as you said previously, a little more complex. If I were to use parts of it with a class I would pause it at the parts with the white headings to allow for discussion.
In terms of next steps these would depend entirely on how the children in my class were to respond to my lesson. For those who really grasped the concept I would perhaps begin to explore these more complex terms with them..how do plants make their energy etc… If children struggled with the concept I would then have to think about whether this came down to my teaching approach or not. If it did I would look at new ways to explore the topic engaging them in different types of learning. If it was down to misjudging their previous knowledge etc I would revisit this with them and build up gradually.
Thank you for your comments as you challenged me to think about the ‘what ifs.’ Also the resources you provided me with are incredibly helpful and I shall hang onto these for the future.
Thanks,
Hannah.