In recent blogs I have been considering the science people remember from their school days and also suggesting that science does not need to be perceived as hard but can be beautiful. In the blog on beauty I used a simple description of beauty as something which can generate pleasure and satisfaction.
I saw this in action when I visited my local primary school to help with their study of mini beasts.
The lesson began by looking at the film What animal is it? which is free to view at http://www.peterdriley.com/books/ways-into-science-series/
This sets mini beasts in context in the animal kingdom.
The children then explored the school grounds to make a mini beast survey. In the survey the mini beasts were identified and counted.
After twenty minutes the children returned to the classroom and discussed the data they had collected.
I pointed out that they had made their survey during the day and asked them how they could find out about the mini beasts that might be active at night?
Followers of Spring Watch suggested setting up cameras but others suggested a much cheaper alternative of setting up traps and I showed them how to make a pit fall trap.
These were set up all over the school grounds.
The following morning the traps were emptied and the mini beasts were identified and counted and added to the data collected the previous day.
The children then wrote up their investigation using the free downloadable Experiment Report sheets from my website at http://www.peterdriley.com/downloads-and-resources/ (scroll down to The Experiment Report sheet and receive it in a zip file).
They completed their mini beast study by using https://nces.ed.gov/nceskids/graphing/classic/ to make bar graphs and pie charts.
You can see by their reports and graphs that the children had found the science activity pleasant and it gave them satisfaction to spend time writing it up and making the graphs and charts. Perhaps science is beautiful after all.
The school has agreed for their work to be displayed in the Science Exhibition Gallery at
If you and your children have done a science activity that is an example of the beauty of science like this one please send it in to firstname.lastname@example.org for display in the Science Exhibition Gallery for every one to see.
In my last blog I talked about visual aids that I had used as a teacher many years ago and how I was bringing them up to date with films with notes.
In fact, the films I have made are to go with my books in the Ways into Science series and the notes, called Stop and Chat, are to extend your children’s interaction with the topic and with you.
Find out more about them at http://www.peterdriley.com/books/ways-into-science-series/
To use the book, film and resources simply follow these few steps.
1. Download the zip file and print off the Stop and Chat sheet. (The zip file also contains a quiz, answer sheet and experiment report sheet that you might like to use with the book).
2. Sit at the computer with your child with their book, and your Stop and Chat sheet and click on the film.
3. You may like to run through the film with your child without the Stop and Chat sheet so both of you can see how the topic is presented.
4. Play the film again but this time stop it at the times shown on the sheet and use the notes to ask your child about the topic or perform an activity. The stop and chat sheet has times at which you should stop the film and just … chat. Try it.
5. You may find that the notes suggest activities which you can do with your children and they can write them up on the report sheet downloaded from the zip file to keep a record of their developing science knowledge in a science file.
Please have a go and let me know how you got on by writing to email@example.com
When I began teaching over forty-five years ago visual aids for science were in their infancy. Some of the laboratories I did my teaching practice in had posters on the walls that were tinged with yellow and brown and had probably been in use for another forty years before!
Here is a link to some of the kinds of posters I used when I began teaching. Older readers may also remember them.
It wasn’t long after, as we moved into the seventies, that educational suppliers began producing more colourful and lively ones – a tradition that continues to the present day. Here is an example produced by Chris, the illustrator of the website, for my series of scientific method posters.
You may download them all free at
Back in the day biological specimens were contained in glass jars filled with formalin. In one laboratory I taught in there was a python’s head staring out from a jar on a shelf by the chalkboard. Today these pickled specimens are replaced by plastic models such as this one.
In those early days, without computers and powerpoint presentations, the department was equipped with a slide projector and screen. Educational suppliers were producing slides on themes such a plants or invertebrates and providing notes that you could read out. I found them very useful. Here is a sample of two slides and notes I have prepared to show you how it worked. You might like to look at the picture and read out the notes as I used to do, to get the idea of how the slide show was presented.
Notes – Grass plants have wind pollinated flowers. When the flowers are ready to release their pollen, structures called stamens hang out of the flowers. On the end of each stamen is a swelling called an anther in which the pollen grains are made. These anthers open and release the pollen into the air.
Notes – Plants that use insects for pollination produce flowers with brightly coloured petals, which also produce a scent. At the base of the petals are structures called nectaries. They make nectar, a sugary liquid, which insects use for food. The petals may have lines on them called honey guides which direct the insect to the centre of the flower where the nectaries are. As the insects make their journey they brush against the stamens in the centre of the flower and pick up pollen from the anthers.
I used many of these slide sets then began making my own collection of slides and writing my own notes then recording them onto a cassette recorder (remember them?). These slide sets and cassettes became widely used in the department when biology was being taught.
A couple of years ago I looked back on those days and decided to bring the whole process up to date with short films and teaching notes. You can see one of them on the home page of my website.
Click on the film and have a look.
Click on the link to the Stop and Chat to see my teaching notes.
In the next blog I will explain how the films and Stop and Chat notes can be used together either at home or in class to stimulate discussion and science activities with your children.
Just to return to the slide shows of the past. At the moment I am working on a project with one of my granddaughters, bringing this process up to date with a short powerpoint presentation about the nature around her home. I hope to post this as a blog nearer the end of summer.
Perhaps you might like to make one with your children or grandchildren or class and send it in for the science exhibition gallery to firstname.lastname@example.org
Back in March a reception class visited the Playbarn where we looked at life on a farm and everyone took home a bean seed to grow. Here is one that has been making progress.
On 20th April it was 69 cm tall.
On the 9th of June it had reached 1 meter 50 cms. It has had flowers and is now growing pods There are plans to plant it outside so the pods can ripen and the new beans collected to show the life cycle of a plant.
One of my granddaughters, Tabitha, has read every Harry Potter book at least three times and thinks owls are the best birds ever! Her class have been studying animals in their habitats so I thought we could enrich their work on food chains with owl pellet dissections.
I obtained the owl pellets from the Suffolk Owl Sanctuary who also provide advice on dissection and identification charts.
What is an owl pellet?
When an owl catches its food, such as a mouse, it swallows its food whole. In the digestive system the fleshy parts of the food are broken down and absorbed into the body but the less digestible material – bones and fur – are not. They are wrapped up into a pellet and released through the body back through the mouth and beak.
How are owl pellets useful in the curriculum?
They are particularly useful in work on food chains as they can show what the owl has been eating.
How is the dissection made?
The children used eye brow tweezers and cocktail sticks to separate the items in the pellets.
What did the owl pellets contain?
Evidence from the pellets showed that most of the owls had been feeding on mice but one had eaten a shrew. This was confirmed when the lower jaw bones of the shrew were found with its red capped, crocodile- like teeth!
Continuing on from my previous post about children at Settle school planting beanstalks, more reports on their progress have been coming in to the school. They show just how enthusiastic the children have been about taking care of their beanstalks and they have used several different ways to measure the growth of them…
In my last post I described visiting Towneley hall and seeing Richard Towneley’s rain gauge which was built in the 1670s. Today we’ll be looking at building our own rain gauge…
The nursery and reception classes at Settle School have been looking after their bean seeds since they received them at the Play Barn nearly a month ago.
All the beans germinated and the children observed the growth of the seedling shoots. As the pots are transparent the children can observe the development of the roots. The children have been watering their seedlings and keeping the pots by the window so the plants can get the light they need to make food.
This line of scientific enquiry is called making observations over time. The major working scientifically skill is observing. At one point the children were asked to demonstrate another scientific skill – to make a prediction. This was recorded as thought bubbles. The child’s name is written in the second bubble by the teacher, the child’s prediction is written in the third bubble by the teacher and the child draws a picture of the prediction in the large bubble. I have done on in the style used in school.
The children’s predictions included “it will grow into a sunflower”, “into grass” (perhaps from recalling a previous plant growing exercise), “into a colourful flower”, “a rainbow flower” (use of imagination) and not surprisingly “a beanstalk that grows up to a castle.”
The children have now taken them home but are being encouraged to photograph their plants as they grow and send them into the new children’s blog facility so all the data on bean plant growth can be reviewed in the summer term, predictions evaluated and conclusions drawn.
Here is the first photo report arriving from home showing the measurements being made as
the bean plant keeps growing.
First make a ghost out of a paper bag and attach a metal paperclip. Then, hold the paper bag just below the magnet. The ghost hovers!
Find out how to set it up a levitating paper clip in Revise for Cambridge Primary Checkpoint Science teachers guide page 68
See how a hands free ghost can be made in Hot Topics Myths and Legends page 31
For World Book Day last week I was in Settle School, building a planet with Year 3.
We started with tiny pieces of modelling clay. They represented dust in orbit around the Sun as the Solar System formed. Each piece was stuck to the other until we had a small lump. We then stuck ten small lumps together to make a larger lump then ten larger lumps and so on until we realized how electrostatic forces and gravity worked on rock to make the planet we stood on.
Next we thought about volcanoes which punched through the planet surface and made a traditional model with vinegar and bicarbonate of soda. As the model exploded and oozed its red ‘lava’ the children talked about volcanoes today and one said “If volcanoes send out so much rock why is the planet not getting bigger?’ A question perhaps worthy of those asked in the seventeenth century when the Royal Society was established?
After comparing the inside of a hard boiled egg to the inside of the Earth and observing how the cracked egg shell looked like tectonic plates we investigated what happened when plates collided by crashing two towels together and seeing ‘mountains’ rise.
This led on to landscapes and as Settle is in limestone country we built model limestone mountains out of sugar cubes. We talked about weathering and decided to rain on the mountains with spoons of water. In time this produced pot holes on the top, caves in the side and eventually some caves collapsed to produce gorges – all features of the landscape around the town.
Finally I pointed out that there are other rocks not far away called millstone grit that I had brought from the neighbouring county. It wasn’t long before a fair test was set up to see which was harder Yorkshire limestone or Lancashire millstone grit. The children made their predictions, rubbed the rocks together, examined the fragments that crumbled away and found their data supported their prediction – the samples in this case showed that the limestone to be the stronger rock!
Science Book Alert!
Find out how to make a sugar cube mountain and a really explosive volcanic eruption on pages 9 and 21 of Stuff in the Real Scientist series.
For the geology element of the new English science curriculum look into Rocks and Soil in the Moving up with Science series.