Primary Science Club Student HandbookContents

1 School contact info and notes

2 School checklist

3 Teaching and behaviour tips

4 Lesson planning tips

5 Science club lesson plan template

6 Risk assessment template

7 Requisition form template for resources/borrowing

8 Expenses claim form template

9 Evaluation form template

10 Notes/learning points

11 Science websites

12 Register of children’s names

Your name & phone number_____________________________________________________________

Your partners’ phone numbers:_______________________________________________________

_______________________________________________________

Your school (office) phone number __________________________________________

Your EMERGENCY contact: Parent/Guardian name ______________________________

Phone number ______________________________

Do you have any known medical condition that requires urgent action? (e.g. anaphylaxis) Y / N

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School contact info and notes:Name of School: Main phone number:

Address:

Head teacher: Science coordinator:

How are you going to get to the school and how are you going to get back home afterwards?

Date of visit: Time of visit:

Who are you meeting?

Visit notes:

About classroom (tables, sinks, computer, whiteboard/projector, carpet, blackouts):

About resources you can use: (science cupboard, scissors, rulers, etc)

Year group of children _______ Number of children ______

Dates for Science club:

Time of science club: When will you arrive?

Emergency contact details:

Teachers phone number: Email address

Have you given the teacher your emergency contact details?

Other notes (photo permission for all/which children, nut allergies, topics/activities the teacher particularly wants you to do/avoid, class ‘refocusing’ signals/routines – e.g. clap hands, countdown, hands up, etc).

2

School checklistPhone schools to arrange a viewing

Arrange a convenient date and time to visit the school and meet the teacher who will be in charge.

Look carefully at the classroom – sink/computer/whiteboard/carpet area?

Look at the science resources.

Ask which year group you will be teaching and how many children?

Agree a start date and the other dates (remember Christmas holiday and productions) and WRITE THESE DOWN.

Ask the teacher for their emergency contact number in case you have to cancel in an emergency. You will need to give enough notice in this case as they will have to contact the parents (be ambassadors for your school and show commitment).

Ask for the teacher’s email address – they may want you to email your lesson plan ahead of time.

Give the teacher your contact number/email in case the school needs to cancel for any reason.

Ask about other relevant information, e.g. nut allergies, photo permission, class routines, etc.

Is there anything else the teacher wants to know?

Teaching and Behaviour tips: Plan your sessions and DISCUSS THEM ahead of time with your teacher. They will be

able to advise what else you can do to motivate the children and keep their interest. They will also be able to help you firm up your plans, activities and risk assessment.

Make a lesson plan and take this with you so that you can refer to it throughout the lesson and keep track of timings. Where possible, give the teacher next week’s lesson plan also – i.e. plan a week in advance.

Ask the teacher to sign your risk assessment (on your lesson plan) and check your resources.

Take an evaluation form for the teacher to tick the level you are working at. This will give you good feedback and give you the satisfaction of being able to respond to this and see how you are progressing.

Have all your resources ready (including booking these if necessary). You may need to order resources to use or borrow from the science department technicians. THIS MUST BE DONE A WEEK IN ADVANCE by handing a requisition form in to the science prep room.

Arrive at the primary school in plenty of time to set up – it often takes longer than you think.

Think carefully about the seating arrangements – carpet, tables, boy/girl, pairs, groups, individuals, demonstrations, etc.

Address yourself as Miss/Mr and behave professionally at all times.3

Use sticky name labels to help you learn the names (and do an ice breaker activity).

Call a register each week.

Work as a team, support one another and swap roles each week, i.e. one introduces and one concludes lesson.

Behaviour tips – Do as much hands-on activity as you can. Interact with the children, and build relationships with as many as possible. Ask any ‘drifters’ a question or to help you with a demonstration, clap hands to focus whole group. Praise good behaviour, use/call out a child’s name, a pause and a ‘look’, vary the tone of your voice (speak quietly and raise your voice). Listen to the children and respect them. Show hands, copy routines e.g. touch head, shoulders or clapping patterns or catch phrases ‘one two three, who’s looking at me?, sing songs, red/yellow cards. Stay calm!

Keep an eye on the clock; try not to overrun as parents will be waiting.

Tell the children what you’re doing next week – ask them to find information related to the theme.

Clear up at the end of the session (including moving any furniture back/wiping tables).

Reflect on what went particularly well and what could be improved – discuss with your partner and complete your self-evaluation. (Don’t be despondent if it didn’t go to plan – learn from the experience & stay positive!)

Lesson planning tipsThink of a lesson like a one-hour news programme

Give the big picture first (lesson objective - what are we going to do today?).

Brief overview of the main bullet points/objectives.

Put important things first.

No more than 10 minutes on any one thing.

Use a variety of ways of presenting the information – spoken word, text, pictures, etc.

Use excellent communication skills to maximise learning (moderate talking pace, pause to allow information to be digested, calm volume, pitch and tone).

Use appropriate sounds and visuals to create an appropriate learning context (for audio, visual, kinaesthetic learners).

Use a variety of different presenters to avoid ‘presenter fatigue’.

Carry out a periodic review of the material covered, before moving on to the next item; ‘mini plenaries’.

Have periodic ‘time-outs’ to avoid fatigue.

Finish with an upbeat/funny story or clip.

Summarise the main points of learning before ending.

Make a note of what you have learnt after each session for future use/next week.

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Science Club lesson plan Subject: ________________________________

Name: Date: Year Group: No. children:

What we are learning today: Resources:

Points from last week (for me, teacher or pupils)

Starter: (10 mins or less)

Main activity: (Break down into blocks of activities, each normally lasting less than 10 mins)

Plenary: (10 mins or less) Extras/Extension:

Key questions/ideas Support

Evaluation Next lesson:

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Science Club Risk Assessment Subject: _____________________________

Names: Date: Year Group: No. children:

Hazards to Health (e.g. Broken glass, water spillage):

Adverse Effects (injuries that could result, e.g. cut hand, slipping, electrocution)

Control Measures in place (e.g. handle with care, clean up spills and ensure no wires in work area):

Overall Risk Severity Calculation: (see below for notes)Severity (S) Probability (P) Impact (I) Score (SxPxI)

Score = 1-3 No further action required.Score = 4-6 Identify additional control measures or substitute part of the activity for safer alternative. Score = 6+ Activity should not take place unless additional control measures are in place.

Scoring Risk Severity: Consider all control measures in place and assess the risk associated with this task or activity.Severity: 1= Injury could require first aid or could result in brief absence.

2= Injury could result in hospital treatment.3= Injury could have long term effect.

Probability: 1= Low; accident or injury will seldom occur.2= Medium; accident or injury could occur occasionally.3= High; accident or injury will occur frequently.

Impact: 1= Individual; Only single individual likely to be affected.2= Group; Activity puts individuals in the vicinity at risk (room or lab)3= Wide; Activity puts whole building or wide area of people at risk.

Risk assessment agreed by teacher Risk assessment agreed by: (Primary Teacher, date):

Next lesson:

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Requisition form for resources / borrowing from science departmentStudent names: _____________________________________________________________________

Date of collection: (PLEASE HAND THIS FORM IN THE WEEK BEFORE): _______________________

Description of item Quantity

Please note: All equipment and spare resources MUST be returned the day after your session, even if you need them again the following week.

Science Club expenses reimbursement formFor travel/consumables (please check at school/home first). Please attach receipts to the back of this form.

Student name: _____________________________________________________________________

Date Description of item Cost per item

Quantity needed

Total cost

Paid to student Date:_________________ By:_________________ Pupil initials: _______

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Evaluation form: Evaluating teacher’s name/initials: ________________ Date: __________

Please give the students your feedback by circling the appropriate level for each area DURING the science club session. (If you wish to highlight individual performances, for example if one student has excelled at a particular aspect or improved significantly, use the students first names or initials next to the level indicator.)

Subject knowledge1 2 3 4

Thoroughly researched and

understood topic – could answer even

the deepest questions.

Had researched the topic in some detail – could answer all but

the hardest questions.

Adequate knowledge for this session –

could answer most questions.

Needs to do a bit more preparation in terms of knowledge

and understanding of topic.

Presentation1 2 3 4

Clear stimulating presentation – shows

awareness of prior learning and

attempts to meet individuals’ needs.

Clear interesting presentation which

deals with questions.

Clear presentation, but presenter ‘sticks to script’ and does

not develop points in response to questions.

Not clear enough presentation for

pupils to follow easily and understand what

they are being taught/asked to do.

Class management1 2 3 4

Controls small groups well and is

actively involved with individuals and

groups.

Controls small groups through clear

instructions and follow-up.

Control uncertain or deteriorating -

instructions may need clarifying.

Not yet building satisfactory

relationships – some frustration or upset.

Communication skills and quality of teaching1 2 3 4

Uses clear and appropriate language

checks for understanding and modifies if needed.

Uses clear and appropriate language

and repeats if necessary.

Uses clear language but assumes

understanding.

Explanations too complicated, not

clear enough and not well thought through.

Outcomes and experiences1 2 3 4

All pupils well-motivated and happy

for whole session.

Most pupils well-motivated and happy for most of session.

Some pupils were not motivated/bored or presenters ran out of material/activities.

Some pupils frustrated by poorly-

planned or disorganised

instructions/activity.

Additional comments

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Notes/Learning points (Being a reflective practitioner)Week 1The main things I learnt were: What I’m going to do as a

result:

Week 2The main things I learnt were: What I’m going to do as a

result:

Week 3The main things I learnt were: What I’m going to do as a

result:

Week 49

The main things I learnt were: What I’m going to do as a result:

Week 5

The main things I learnt were: What I’m going to do as a result:

Week 6The main things I learnt were: What I’m going to do as a

result:

10

Week 7The main things I learnt were: What I’m going to do as a

result:

Week 8The main things I learnt were: What I’m going to do as a

result:

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Week 9The main things I learnt were: What I’m going to do as a

result:

Week 10The main things I learnt were: What I’m going to do as a

result:

Week 11The main things I learnt were: What I’m going to do as a

result:

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Week 12The main things I learnt were: What I’m going to do as a

result:

SUMMARY OF SCIENCE CLUB EXPERIENCE:

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Science Websites

CREST http://www.crestawards.org/

Physicists in Primary Schools (PIPS)

http://www.iop.org/activity/outreach/resources/pips/topics/index.html

Get Crafty with Physics

http://www.iop.org/activity/outreach/resources/activity/creative/page_53877.html

Marvin and Milo http://www.physics.org/marvinandmilo.asp

Bradford Robotic Telescope Project http://schools.telescope.org/

The Naked Scientists Kitchen Experiments www.thenakedscientists.com/HTML/content/kitchenscience

www.show.me.uk

www.primaryresources.co.uk/science/science.htm

www.planet-science.com/

www.sciencekids.co.nz

http://community.tes.co.uk/tes_science/f/42/t/392910.aspx

http://www.iop.org/education/teacher/extra_resources/stem/file_60282.pdf (or google ‘iop stem clubs’ – they have a downloadable activity guide – Note: These are mainly aimed at years 7-9, so may need simplifying)

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Time record sheet

Session Tutorial Time (mins)

Planning & Prep (mins)

Delivery (mins) Total Time (hours/mins)

1

2

3

4

5

6

7

8

9

10

11

12

# Total number of hours must be over 30 hours to gain Silver Crest Award

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Notes:

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Register of children Year Group: __________ Number of children: -_________

Name

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Total number per session:

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