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Illustrating aspects of creative practice in Primary Science
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Jules Pottle
1. Introduction
2. Lesson overview
3. Creative approaches to teaching
i. Using a fictional story
ii. Mapping a narrative
iii. Speedy art
iv. Strategic questioning
v. Scaffolding for poetry
vi. Preparing for and performing the poems
vii. Reflective telephone conversation
viii. Practically making different kinds of sound
4. What the children say and do…
i. Using a fictional story
ii. Mapping a narrative
iii. Drawing key moments in the story
iv. Strategic questioning
v. Scaffolding poetry
vi. Performing the poems
vii. Reflective telephone conversation
viii. Practically making different kinds of sound
5. The legacy of Mrs Pottle's creativity
Clarysly Deller
1. Introduction
2. Lesson overview
3. Creative approaches to teaching
i. Assessing impact
ii.a. A dramatic duologue
ii.b. What are the qualities of a mystery scientist?
iii. On the table top
iv. The Tableau
v. Being moths and orchids
vi. Hot-seating
vii. Assessing impact
4. What the children say and do…
i.a. A dramatic duologue
i.b. What are the qualities of a mystery scientist?
ii. On the table top
iii. The tableau: Re-enacting the qualities of a scientist
iv. Being moths and Orchids
v. Hot-seating
5. The legacy of Mrs Deller's creativity
Jo Moore
1. Introduction
2. Lesson overview
3. Creative approaches to teaching
i. What are we going to do today?
ii. Watching a tigtag video
iii. Observing two contrasting herb plants
iv. Questioning pupils
v. Demonstrating an investigation
vi. Examining a variety of aromatic leaves from herb plants
vii. Using a key to classify leaves
viii. children generating their own key to classify mint leaves
4. What the children say and do…
i. children reflect on what they are going to do today
ii. Children watch a tigtag video
iii. Children describe the different physical characteristics
iv. Suggestions, from children, about how to described two aromatic leaves
v. Children help complete a worksheet
vi. Children reflect on a variety of aromatic leaves
vii. The children use a key to classify leaves
viii. Reflecting on how to use and create a classification key
Neil McAllister
Introduction
Lesson overview
3. Creative approaches to teaching
i. Introducing a new topic
ii. Finding the best tasters
iii. The class investigation
iv. Explaining how to collect the evidence for the investigation
v. Helping the young scientists make sense of their data
vi. Reflecting on the scientific investigation
vii. Calculating the whole class results
4. What the children say and do....
i. The new ‘Planet Tea’ topic
ii. Thinking about different kinds of tea
iii. Thinking about ways of finding out about tasters and their taste buds
iv. Preparing for collecting data (in groups)
v. Children collect their data
vi. Ensuring the data collected is as accurate as possible (like scientist
vii. Calculating whole class results
5. The legacy of Mr McAllister's creativity
Emma Charnock
1. Introduction
2. Lesson overview
3. Creative approaches to teaching
i.a. Introducing the objectives for the lesson
i.b. Reflecting on the previous lesson
ii. Creating a human model of an electrical circuit
iii. The Big Question: What would life be like without electricity?
iv. Which is the Odd One Out?
v. Drawing various components of an electrical circuit
vi. Exploring the effects of different components in an electrical circuit
vii. Reflecting on scientific challenges
4. What the children say and do...
i. Reflecting on the previous science lesson
ii. Forming a human electrical circuit
iii. The Big Question
iv. Which is the Odd One Out
v. Drawing various components of an electrical circuit
vi. Exploring the effects of different components in an electrical circuit
vii. Reflecting on the scientific challenges
Robin James
1. Introduction
2. Lesson overview
3. Creative approaches to teaching
i. Reflecting on previous work on sound using a memory game
ii. Introducing new scientific words
iii. Thinking about how we can change what we hear
iv. Introducing how other animals hear differently (with a video clip).
v. Being Bats and Moths
vi. Solving three problems related to sound
vii. Problem solving in action!
viii. Measuring sound
ix. Disseminating outcomes from investigating amplifiers and insulators
x. Being Bats and Moths again using the pupil-built sound sound improvers
4. What the children say and do...
i. Thinking about previous learning
ii. New scientific words
iii. Thinking about how we can change what we hear
iv. Children watch a You-Tube clip
v. Being Bats and Moths
vi. Introducing three different tasks
vii. Three child-led activities
viii. Measuring the intensity of sound
ix. The children demonstrate their outcomes and findings
x. Being bats and moths
Paul Tyler
1. Introduction
2. Lesson overview
3. Creative approaches to teaching
i. Asking questions
ii. What is a force?: Eliciting what the children know
iii. What forces act on an aeroplane?
iv. Introducing the design brief
v. Constructing paper aeroplanes
vi. Experimenting with, and testing, the paper aeroplanes
vii. Reflecting on, and celebrating, successful paper aeroplane flights
4. What the children say and do...
i. Why do aeroplanes fly?
ii. Children's responses to the question what is a force?
iii. What forces act on an aeroplane?
iv. Thinking about the design brief
v. Making the paper aeroplane
vi. Children test their aeroplanes
vii. Reflecting on successful flights
5. The legacy of Mr Tyler’s creativity
References
Illustrating aspects of creative practice in Primary Science
4. What the children say and do...
The
children explain why they believe M
iss
Charnock’s lessons are creative:
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