|An Investigative Approach to Science
|Classroom Management Strategies
|The planning, organising and management of science in the primary classroom, can be a headache for many teachers. Resources, space and numbers of pupils are all factors which can influence the success of any science lesson.
Investigations are no exception :-
Therefore to minimise potential difficulties, the planning and organisation for an investigation in the primary classroom is outlined below.
|Prior to the lesson taking place, the pupils should complete the relevant revision worksheets (see pages 7 & 9).
The science investigation and its accompanying tasks should begin with the 'Brainstorming' session (see page 19) which is done with the whole class. The pupils are then split into three groups - A, B & C, in order that they can rotate between their three tasks which make up the investigation lesson (below)
|Each group should spend approximately 20 minutes on each task. Group A for example, are working with the teacher T in order to carry out their investigation. This enables the teacher to assist a relatively small group of pupils with the 'planning designing and doing' of their investigation. This also means that only a minimal amount of resources are ever needed at any one time, i.e. enough for a group. Only one or two pupil(s) 'the spokesperson(s)' need complete the investigation report form (with the aid of the others in the group).
In the meantime the remainder of the class are engaged in worthwhile tasks/activities which are either closely related to the topic of the investigation or which develop the ideas connected with it. e.g. Group B are playing The Seed Survival Race Game which reinforces the idea that not all seeds will germinate and some of the reasons for this. Group C meanwhile are completing the Plant Life Cycle Worksheet which describes the 4 stages in the life of a plant.
|Investigation tables set up with science resources, planning page and pencils
|Task tables set up with Seed Survival Race Game Set
| Task tables
set up with
Plant Life Cycle Worksheet
|While is not necessary to move furniture etc, it is desirable that pupils in the same groups are sitting at tables near each other.
Now the pupils simply rotate between tables approximately every 20 minutes (depending on the capabilities of the class) until all 3 activities are complete.
|Now that the pupils have been to each of the three 'stations', and completed their investigations, tasks/activities, it is time for each group to have their ‘spokesperson’ report their findings back to the rest of the class (remember that the pupils should take turns at being the spokesperson each time an investigation is carried out). It is essential that the groups do report back for two reasons;
While this is only a suggested method for planning affiliate program cooperation and organisation of an investigation, it has been tried and tested in the primary school and has been proven to be effective and highly successful.
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