YEARS 7–12 IDEAS FOR THE CLASSROOM
Year 7 Practical Skills for Inquiry Learning (continued)
side bench or …) and no running in the lab. These would be up
on the ‘Class Safety List’ which we are developing. These need
to be implemented firmly from day 1! • when you have managed this, draw a large diagram of this
piece of apparatus on the sheet of paper provided and draw
arrows to each of the different parts you have seen;
It is important that the students are not rushed through these
activities – after all we are trying to set the important ground rules
for effective and inquiry-based practical work. Depending on the
length of your lessons I think this will take at least 2 sessions. • try to come up with names for each of the parts to which you
have drawn an arrow, and write this on your diagram. Beside
each name, write what you think is the purpose of this part of
the apparatus – or you can write a question if you need to find
something out (this is an example of a PEEL tactic called ‘write
on the diagram’ or ‘write on the text’).
• It is also important that you DO NOT even think about trying to
write the experiments up in their note books! In time they need
to be able to write experimental reports in the accepted format
but not from day one or indeed probably not at all in Year 7!
Research shows that having to write up a lab report for every
experiment they do, especially in the expected format, is a real
turn-off for students.
When this has been done ask students to:
• join with another pair of students and compare drawings – if
there are different ideas about some things, discuss them and
see if you can reach an agreement;
• be ready to share your ideas with the class.
• We have asked the students at the end of the first part of
the experiment to record a diagram and observations in their
science journals – let them do this in their own way. Perhaps
you can collect these at the end of the lesson and check them
quickly before the next time you see them. It will help you begin
to get a handle on each student's literacy capabilities – write a
brief comment on what you liked and what could be improved?
(an example of formative assessment).
For the teacher:
The Bunsen is only likely to break down into the rubber gas
tube, the base with the jet, and the chimney with the moveable
collar. However, even this can get the students more involved
and thinking about how it works, what the bits may be called,
and what their purpose is. Drawing the diagram provides an
opportunity to start discussing with the students what a good
scientific diagram should look like, and as you move around the
groups you will get an idea of what ‘thinking skills’ the students
have. (Perhaps you might draw up a list about ‘how to draw a
good science diagram’ and put it up for future reference?) You
could end up with several useful lists by the end of the year, so
perhaps you could get different groups of students to do (and
decorate?) each one? This could give an opportunity to work out
with the class what an ‘effective’ list should look like.
3. Bunsen Burner Licence
We now need to teach the students the skills to work safely and
competently with a Bunsen burner: how to light the burner safely,
how to heat dry solids in test tubes, and we will encourage them
to gain their ‘Bunsen Burner Licence’. The activities below are
aimed at helping students work out what the Bunsen burner is for,
how it works and how to use it effectively and safely – assuming
they have not met this in primary school. They also give ideas
for teacher demonstrations and simple student experiments to
explore the two types of flame, which can lead to a discussion on
when to use each. Interpreting the results of these experiments
gives further practice of the need for evidence when linking
observations to conclusions.
Getting two pairs to share their labelled drawings and come
to agreement about any differences helps develop group co-
operative learning skills. Groups of 4 can then share their ideas
with the class, and you ultimately need to end up with a large
labelled diagram on butchers’ paper on the board using as many
ideas from the class as possible, but ending up with the correct
labels and explanations and the name ‘Bunsen burner.’ Take
in each pair’s diagram and ‘check’ it – that will give you more
information about individuals and groups.
Requirements:
• Ice cream container which holds a Bunsen burner that has
been taken apart as far as possible
A story about Robert Bunsen and how he came to give his name
to the Bunsen burner might be an idea here – but written as a
narrative and including information about the kind of person he
was and his life to add to the interest.
• A3/4 sheet of paper
For the students:
This then gives a lead into you teaching them how to light a
Bunsen burner and the safety precautions needed when working
with them (again – maybe a list of steps + diagram could be drawn
up and put up in the lab?) and they can earn their ‘Bunsen burner
licences’ by demonstrating lighting a Bunsen individually to you.
The first 4 instructions can simply be explained to the students.
• work in pairs in your roles;
• examine the contents of the ice cream container and try to fit
the pieces together. What do think this is used for?
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SCIENCE EDUCATIONAL NEWS VOL 68 NO 1