Scéim Eolaíochta

2012

Scoil an Teaghlaigh Naofa

Easca

Ceatharlach

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Holy Family BNS Askea

Science Policy

Introductory Statement:This policy was formulated following a consultative process which took place over a period of months in 2006. Reviewed and updated 2008-20010-20012. Next Review and update 2014. This scheme was further reviewed 2008-2010-2012 The Principal and teachers were involved in drafting this policy.

Rationale:This policy was devised:

To provide clear guidelines for teachers To insure consistency throughout the school To conform with legislation To benefit teaching and learning in our school.

Vision and Aims:We seek to assist the children in our school in achieving their potential. We hope each boy leaving school will receive a broad moral, intellectual and social education appropriate to his age and ability.

Aims:The aims of science 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 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

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Content of Science PlanCurriculum:

1. Science Programme: Junior – Second Class

Class Junior and Senior Infants.

Strands Strand units ObjectivesLiving things Myself Recognize and measure

physical similarities. Differences between people Explore use of all senses. Identify external parts of

body Plants and animals Observe and identify a

variety of plants and animals in the immediate environment.

Sort and group living things in nets.

Identify external parts of living things.

Observe and explore conditions for growth of needs

Identify seasonal changes.Energy and forces Light Identify-name different

colours. Sort objects into sets

according to colour. Discuss differences between

night and day. Explore dark and bright. Explore Shadows.

Sound Recognize and identify a variety of sounds in the environment.

Identify high and low sounds /loud/ soft

Explore different ways of making sounds.

Heat Recognize difference between hot and cold weather, hot and cold food etc

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Magnetism and electricity Forces

Explore magnets through purposeful play.

Explore uses of electricity in home and school.

Dangers and safety re electricity.

Explore through formal play forces e.g. pushing and pulling.

Explore how objects shapes can be changed. e.g. squashing.

Explore floating and sinking.Materials Properties and

characteristics of materials Observe and investigate

materials in the environment. Describe and compare

materials. Group materials according to

a variety of criteria. Investigate properties of

materials. Materials and change Explore effects of water on

various materials. Identify materials that are

water proof.

Explore effects of heating and cooling on objects e.g. ice cream.

Environmental awareness and care

Caring for my locality Observe, discuss and appreciate the local environment.

Develop a sense of responsibility for taking care and improving the environment.

Care for classroom and school.

Reduce, reuse recycle.

Use of composter

Class 1st and Second

Strand units Objectives

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Living things Myself Recognise and measure physical similarities.

Differences between people Explore use of all senses. Identify external parts of body

Plants and animals Observe and identify a variety of plants and animals in the immediate environment.

Sort and group living things in nets.

Identify external parts of living things.

Observe and explore conditions for growth of needs

Identify seasonal changes.

Energy and forces Light Identify-name different colours.

Sort objects into sets according to colour.

Discuss differences between night and day.

Explore dark and bright. Explore Shadows.

Sound Recognize and identify a variety of sounds in the environment.

Identify high and low sounds /loud/ soft

Explore different ways of making sounds.

Heat Recognize difference between hot and cold weather, hot and cold food etc

Magnetism and electricity Forces

Explore magnets through purposeful play.

Explore uses of electricity in home and school.

Dangers and safety re electricity.

Explore through formal play forces e.g. pushing and pulling.

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Explore how objects shapes can be changed. e.g. squashing.

Explore floating and sinking.

Materials Properties and characteristics of materials

Observe and investigate materials in the environment.

Describe and compare materials.

Group materials according to a variety of criteria.

Investigate properties of materials.

Materials and change Explore effects of water on various materials.

Identify materials that are water proof.

Explore effects of heating and cooling on objects e.g. ice cream.

Environmental awareness and care

Caring for my locality Observe, discuss and appreciate the local environment.

Develop a sense of responsibility for taking care and improving the environment.

Care for classroom and school.

Reduce, reuse recycle.

Use of composter

Working scientifically Questioning

Observing

Open ended questions….helps children form links.

Questions or comments by teacher / child can focus pupil’s attention on objects / events leading to exploratory work

Observing characteristics...issues of safety.

Pupils can make predictions

to forecast what might happen prompted by

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Designing and making

Predicting

Investigating and experimenting

Estimating and measuring

AnalysingSorting and classifying

Recognising patterns Interpreting

Exploring Planning Making

Evaluating Recording and communicating

teacher. Simple investigations

structured by teacher to enable children think of various approaches to a variety of tasks.

Compare objects –describe them as large, small, arrange objects in order, measuring using non standard units e.g. handful

Children sort what they have observed according to one or more attributes.

Enabling the child to link observations with ideas and possible explanations

Extracting information from task in hand.

Children work in groups to share and communicate their ideas and make simple drawings of their models being guided in their choice of materials used. Uing their scientific skills.. Discussion. Make simple model drawings. Simple models. Suggest alternatives, provided with a review time. Record results.

Evaluate to suggest improvements, ways of modifying. Sorting results.

Through a variety of media, oral, drawing and writing.

Children may suggest improvements in their design. Given an opportunity to review others and given an opportunity to provide solutions to problems identified.

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Safety Implications.1:Materials: No use of hazardous materials or chemicals.

2:Rules/ Safety Procedures: -Children taught safe use of handling and carrying scissors.-Taught the correct use of all equipment available and return tools to correct storage area.-Containers should be made of plastic.-Good hygiene is essential. Wash hands etc First aid-Blood/ body fluids.-Use low odour glues.-Not use boiling water. -Simple sources of heat e’g nightlight placed in sand on metal tray.

Environmental implicationsWildlife:-Make children aware of legal restrictions on taking animals and birds from the wild…also insects worms etc.-Any insects or animals collected on trips outdoors should be handled gently and returned to their natural habitat asap.-Birds nests and feathers should be kept in sealed plastic bags in case of infection. -Frogspawn should not be taken from the wild.-Dead animals brought in by children should not be used.

Pollution:-Make children aware of implications of polluting local environments.-Effects of pollution e.g. throwing litter-Developing a sense of responsibility, self awareness.

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2. Science Programme: Third – Fourth ClassSkills Development  Working scientifically

Questioning

Observing

Ask questions about animals, plants, objects and events in the immediate environment and their relationships.

Ask questions that will identify problems to be solved.

Ask questions that will help in drawing conclusions and interpreting same.

Observe and describe natural and human elements and processes in the immediate environment.

Observe and describe characteristics such as shape, size, colour, patterns, textures and interrelationships of elements in the local environment.

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Predicting

Investigating and experimenting

Estimating and measuring

AnalysingSorting and classifyingRecognising patterns

Interpreting

Recording and communicating

Offer suggestions- hypotheses-based on observations about the likely results of the investigations.

Collect information and data from a variety of sources e.g. books, maps.

Design plan and carry out simple investigations.

Fair testing used in all investigations.

Measure, compare and record mass, weight, capacity, time and temperature using appropriate standard units of measurements and simple equipment e.g. rulers, rain gauges, thermometers, scales.

Sort and group based on appropriate criteria e.g. test objects that sink or float.

Sort and present data in sets and subsets.

Look for and recognize relationships when making observations. E.g. relationships between length, thickness and type of material.

Record and present findings and conclusions using a variety of methods

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e.g. oral and written accounts, graphs, charts and diagrams.

Designing and making

Exploring

Planning

Making

Evaluating

Explore how some objects might be changed or adapted. E.g. change materials.

List the equipment and materials needed.

Use a range of materials e.g. paper clips

Evaluate the work of peers.

The science skills above will be developed as work is completed on the strands and strand units of the curriculum outlined below. Strands Strand unitsLiving things Human life

Plants and animals

Human life Body System Diet- Stomach Muscles Plant and animal life. Local environment- around

the school. Record observations

Life processes in animals. Breathing-feeding-frog-tadpole.

Energy and forces Light Sun- daylight-night Mirror Experimenting with objects.

E.g. spoons, keys, rulers, books,-that do not reflect light and objects that do-opaque-translucent, transparent.

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Sound

Heat

Magnetism and electricity Forces

Prism with spectrum.

Different sounds of environment- using different objects- drums, elastic bands.

Instruments-use or make instruments.

Radio, TV, telephone. How sound travels.

Sun Type of heating in home,

school. Experiment-change of

temperature in different rooms inside or outside.

Push pull magnets. Magnetic-non magnetic.

Goody bag chart. Make a circuit-Conductors -

Insulators.

Dangers of electricityMaterials Properties and

characteristics of materials

Materials and change

Solid Colour Liquid Shape Gas Texture Materials used in

construction of house.

Heating and cooling Dissolving materials in

water-salt, sugar, flour etc

Record resultsEnvironmental awareness and care

Environmental awareness and care

Science and the environment

Caring for the environment

Compost/Recycle/Energy conservation.

Green School Projects.

Resources on Earth are not endless-children must be

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aware of this.

Safety Implications.1:Materials: Cutting tools, safety scissors, glue, should be suitable for children’s use and handled under teacher’s supervision.-Containers should be made of plastic.-Low voltage batteries should be used and discarded safely.

Rules Safe Procedures.-Teacher should demonstrate how to use a particular tool prior to allowing children’s handling of objects.-Children should not be allowed to plug out or in electrical equipment.-Boiling hot water is not necessary- hot water from tap will suffice.

Environmental Implications.

Wildlife:-Habitat studies involving children’s handling of plants and animals –teachers should be aware of possible allergic reaction by children.-Areas need to be readily and easily accessed by teachers and children.-Children should be taught to wash their hands before and after handling plants or animals.-There are legal restrictions on taking plants and animals from the wild.

Pollution-All waste material to be disposed of properly and carefully to avoid destruction of persons or the environment.

Other.Animals and insects collected on trips should be returned to their habitats as soon as possible.

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2. Science Programme: Fifth Sixth.Skills Development  Working scientifically Questioning

Observing

Predicting

Investigating and experimenting

Ask questions about animals, plants, objects and events in the immediate environment and their relationships.

Ask questions that will identify problems to be solved.

Ask questions that will help in drawing conclusions and interpreting same.

Observe and describe natural and human elements and processes in the immediate environment.

Observe and describe characteristics such as shape, size, colour, patterns, textures and interrelationships of elements in the local environment.

Offer suggestions- hypotheses-based on observations about the likely results of the investigations.

Collect information and data from a variety of sources e.g. books, maps.

Design plan and carry out simple investigations.

Fair testing used in all investigations.

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Estimating and measuring

AnalysingSorting and classifyingRecognising patterns

Interpreting Recording and

communicating

Measure, compare and record mass, weight, capacity, time and temperature using appropriate standard units of measurements and simple equipment e.g. rulers, rain gauges, thermometers, scales.

Sort and group based on appropriate criteria e.g. test objects that sink or float.

Sort and present data in sets and subsets.

Look for and recognize relationships when making observations. E.g. relationships between length, thickness and type of material.

Record and present findings and conclusions using a variety of methods e.g. oral and written accounts, graphs, charts and diagrams.

Designing and making

Exploring

Planning Making

Evaluating

Explore how some objects might be changed or adapted. E.g. change materials.

List the equipment and materials needed.

Use a range of materials e.g. paper clips

Evaluate the work of peers.

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Strands Strand unitsLiving things Human life

Plants and animals

To develop a simple understanding of the bodies major organs.

Develop a simple understanding of food and nutrition.

Simple understanding of the reproductive system.

Develop an increasing awareness of plants and animals from wider environments.

Identify the interrelationships and interdependence between plants and animals in local and other habitats.

Understanding photosynthesis. Recognize the diversity of plants

and animals in different parts of the world.

Become aware of some of the basic life processes in plants and animals.

Investigate factors which influence plant growth.

Energy and forces Light

Sound

Heat

Magnetism and electricity

Learn that light is a form of energy. Light travels from a source. Investigate the reflection of light. Explore magnifying glasses. Appreciate importance of sight. Be aware of dangers of extra

sunlight.

Sound is a form of energy.Sound travels

Importance of hearing.

Heat can be transferred in different ways.

Recognise a variety of sources of heat.

Heat energy can be transferred.

Magnets can push or pull. Investigate how electro-magnets

can be made. Explore the use of magnets to lift

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Forces or hold objects. Learn about electrical energy. Construct simple circuits. Dangers of electricity.

Forces that can create electrical energy.

Materials Properties and characteristics of materials

Materials and change

Explore language and properties associated.

Recognize that materials can be solid, liquid or gas.

Air as a mixture of gasses. Origin of materials. Properties and composition of

materials. Best use of certain materials. Famous scientists.

Effects of heating or cooling. Conductor and insulators. Practical application of insulation in

the home. Keeping food fresh. Developments in the materials. Changes i.e. rust, melting.

Oxygen and burning.

Environmental awareness and care Environmental

awareness and care

Caring for the environment

Science and the environment

Need to conserve resources. Use of resources Water pollution Green School Projects. Resources on Earth are not

endless-children must be aware of this.

Different ecological areas.

Recycling Pollution Oil Spill Science and technology in familiar

contexts. Electricity.

Bogland.

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Safety Implications1: Children should be taught the correct safe use of all equipment available to them and to return the tools to the designated storage areas after use. Tools should be suitable for children’s age. Low odor glues and wallpaper paste should be used.

2: Children should be taught how to deal with broken glass materials.

3: Containers should be made of plastic.

4: Glass should be used sparingly.

5: All cutting tools should be age appropriate.

6: Small candles or nightlights should be placed in sand or metal baking trays.

7: The safe use of equipment and medical procedures should be gone through with the children before beginning work.

Environmental Procedures

All creatures – insects etc- found in the local environment which are used for observation are returned to their habitat intact.

Pollution

-Any materials used, which can be recycled, will be recycled.-Ventilation will be taken into account where necessary.-Any re-usable materials will be used.

Children’s Ideas:Work on each topic will draw on experience and knowledge of the class as appropriate.

Practical Investigations: These will be used as appropriate at each class level.

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Classroom Management:Teachers will organise the class as appropriate.

Key Methodologies:We adapt and modify activities so that they meet the needs of all children in the class;

Using the environment Active learning Guided and discovery learning Free exploration of materials Spiral nature of the curriculum – opportunities to return to earlier learning and to

extend and enhance it Learning through language

Linkage and Integration:Opportunity for the use of an integrated approach exists in all levels in the Science Curriculum within the school. The strands and units of the science curriculum are not discrete – work on a topic or investigation may incorporate strands from other curriculum areas. Teachers will make provision for this linkage in their short-term planning.

Assessment – Looking at Children’s Work:Children’s progress in Science is assessed through;

Teacher observation Teacher designed tasks and tests Portfolios and projects. See school blog askeabns.wordpress.com

See appendix 1 : Science and Maths School of Excellence 2009-2010-2011-2012

Children with Different Needs:This Science Programme aims to meet the needs of all the children in the school. This will be achieved by teachers varying the pace, content and methodologies to insure learning for all pupils. This will be recorded in the teacher's yearly notes. The requirements of children with special needs will be taken into account when planning class lessons and related activities. The SNA supports particular children and groups as directed by the class teacher. Children who experience bereavement and loss, serious illness or other major personal loss, serious illness or other major personal situations are supported and consideration is given to meeting their individual needs in the most appropriate manner.

Equality of Participation and Access:We view the Science programme as playing a key role in ensuring equality of opportunity for all children. The programme at each class level will be flexible so that the learning requirements of all children may be addressed. We provide an equal educational experience for all children as we recognise that stereotyped expectations can inhibit children’s educational achievements. Children with special needs will be included in all activities.

OrganisationTimetable:As per curriculum guidelines;

S.E.S.E3 hours/ 1st – 6th Class2 hours 15 minutes/ Junior – Senior Infants

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Resources and EquipmentScience Equipment-Staff Room;

Heat-Nightlights, small sand trays. Prisms. Teacher tool kit containing files, goggles, small hammer etc Heat-Selection of thermometers. Light: Selection of small torches. Magnifying glasses. Rain gauges. Measuring liquid containers. Wind speed measure. Measuring tapes. Laser measure. Stop watches. Weighing hooks for use with small bags. Plastic syringes. Bug hunting kits. Dummy teeth. Food and nutrition. Plastic food. Electrical circuits. Magnets-Iron filings. Items for floating or sinking Variety of mirrors-concave convex. Weighing scales. Samples of rock types.

Computer Software

Nanoquest- Also as Gaeilge. Scratch Computer Programming Large selection of computer puzzles to encourage lateral thinking. Internet links e.g http://www.thatquiz.org School blog contains a pictorial record of the pupils engagement in various scientific

activities such as Science Week and school Science day. See appendix two.

Computer Room Digital Cameras Digital Camcorder Camera Stand Examples of obsolete technology-Floppy disks, LPs, Cassette tapes etc Easi-Record Sound Easi-View Lantern Mindstorm Programmable Robot Digital Microscopes X2

School Science Club: After school science club which is based in school’s computer room.Open to sixth class pupils. Main emphasis will be on introducing children to Scratch computer programming for children.

Books; Library with selection of science books. Also science books available in staffroom.

Emphasis on easy to do, child friendly experiments.

Safety:As per school Health & Safety Policy

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Individual Teachers’ Planning and Reporting:Teachers will base their yearly and short term plans on the approaches set out in the whole school plan for Science.

Staff Development:Teachers will be made aware of any opportunities for further professional development through participation in courses available in education centres or other venues.

Parental Involvement:Parents with special relevant knowledge may be invited into school to speak to children.

Green Schools Committee: To maintain and support our involvement in the excellent Green School’s initiative see school blog askeabns.wordpress.com for record of same.

Community Links:Local specialist may be invited in to share their knowledge with the class e.g. We visited Carlow IT 2011 where the boys were shown how NFC works as part of our Young Scientist Project on Digital MoneySee Appendix 1 Science School and Math Award of excellence.

School Displays: Scientific displays to adorn section of school interior. e.g. Outside Room 13

Also – Visiting speakers. See school blog at askeabns.wordpress.com for examples of same e.g. Kevin Sweeney Astronomer.

Success CriteriaThe success of this plan will be measured using the following criteria;

Implementation of the Science curriculum will be evident in the teacher work Continuity of content and methodology will be evident in teachers preparation Ongoing assessment will show that pupils are acquiring concepts through and an

ability to engage with others in a manner appropriate to their age and personality

Implementation

Roles and Responsibilities:Class teachers are responsible for the implementation of the science programme in their own class. Science equipment is located in [insert teacher’s name] room.

Review:20014

Ratification and Communication:This plan has been communicated to the BoM and was ratified.

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