Year 4 and Year 5 Science Task March 2008 Aim: to focus on skills of scientific enquiry Choose any science investigation that fits in with your current Science topic and focus your assessment on two of the three Sc1 strands. For example, you may decide to investigate a question such as: ‘Which materials help to keep things warm?’ (QCA Unit 4C) ‘What makes a difference to how quickly washing dries?’ (QCA Unit 5D) (further ideas and assessed examples of children’s work can be found at www.intra.thegrid.org.uk/tse ) For the purpose of assessment please focus on either: Strand 1 (Planning) and Strand 2 (Obtaining/Presenting Evidence) or Strand 2 (Obtaining/Presenting Evidence) and Strand 3 (Considering Evidence and Evaluating) You will only need to bring the work of 3 pupils (of differing ability) to the moderation meeting. It is useful to have an idea of the level you think the work demonstrates, but it would be preferable if you have not annotated the work. Please find enclosed examples of the Sc1 criteria taken from the Hertfordshire ‘Pink Book’ to help you with your assessment. Please bring two copies of each of the three pieces of work you select – to share with colleagues – ideally with no teacher comments on the work. Some of the best evidence will come from listening to children’s conversations and comments during the investigation – not necessarily what they write down. Therefore it would be useful if you could make brief notes of the comments made by your focus children and bring these along to support your judgements. (See ‘Using what children say as Assessment Evidence’ below.) Please also be prepared to talk about the level of support that children received whilst planning and carrying out the investigation, as this is relevant information when forming a judgement. It is important to be clear about the skills that you want to assess when planning the investigation lesson. Also be aware that you may not be able to assess every aspect of the strand from one investigation. The aspects of the 3 Sc1 strands are shown in the table below and in greater detail on the attached sheet from the Hertfordshire ‘Pink Book’. 1.Planning 2.Obtaining and 3.Considering Evidence Presenting Evidence and Evaluating Generate ideas for Observation or measuring Make comparisons and enquiry identify patterns Make predictions Use of resources Explain results Plan an appropriate way Record information or data Review and evaluate to collect evidence Choose resources Present evidence Using what children say as Assessment Evidence (Examples of what children might say when making predictions, using the question ‘Which materials help to keep things warm?’) Level 1 – simple prediction “I think the wool will keep the cup of water warm.” Level 2 – simple prediction with a simple reason (possibly saying ‘It does it because it does’) “I think the wool will keep the cup of water warm because wool keeps things warm.” Level 3 – simple prediction of fairly obvious outcome, possibly based on some everyday experience “I think the wool will keep the cup of water warm because my nan puts a tea cosy on the teapot to keep that warm.” Level 4 – reasoned prediction based on everyday understanding “I think the wool will keep the water the warmest because wool is used to keep things warm, like in woolly jumpers. Wool is good at trapping the heat in.” Level 5 – reasoned prediction based on scientific knowledge and understanding “I think that the wool will keep the water the warmest because wool is the best thermal insulator out of the materials we are testing. That’s why wool is used in winter clothes.” At the moderation meetings, we will look at other examples of what children say and do and link these to the level descriptors.
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