pri app sci_std_file_y5_s3

1 of 20 The National Strategies Primary Assessing Pupils’ Progress in primary science

APP primary science standards file: Luke B (Year 5 secure level 3)

Child profile Luke enjoys practical work and, up to the limits of his ability, quantitative work. He often takes cues from those around him when developing methods or reaching conclusions that require thoughtful analysis.

The evidence 1. Exploring boiling and evaporation

2. Investigating the effect of air flow on evaporation

3. Investigating the effect of location on the saltiness of water

4. How to get the air out of a test tube

5. Summer rain

a. Interpreting rainfall data

b. Representing the water cycle

QCDA 01063-2009PDF-EN-07 © Crown copyright 2009


1 Exploring boiling and evaporation

Assessment focuses AF1, AF3, AF4

Context The children had previously explored the properties of solids, liquids and gases, with some brief discussion of change of state. The teacher used a transparent kettle and a portable stove with a frying pan to demonstrate what happens when water is heated. Before the demonstrations, the hazards were discussed and the children identified appropriate control measures to minimise the risk. Through discussion, the reversible nature of the change of state was also considered.

The children then used the Daily News writing frame to explain what happens to water when a sample is heated.



The evidence

© S. Naylor, B. Keogh, A. Goldsworthy 2004. Published by Millgate House Education Ltd, www.millgatehouse.co.uk. Used with kind permission.


http://www.millgatehouse.co.uk/


Teacher’s notes Luke was very vocal during the discussion of what was happening in the boiling and evaporation demonstrations. It was Luke who first made reference to evaporation, without prompting. He understood that the water changed state and did not cease to exist, but had some difficulty in verbalising this.

During the demonstrations, Luke showed that he understood that it was important to remain a safe distance from the hot materials.

Next steps

Investigating the factors that affect the rate of evaporation of water.

Opportunities to strengthen Luke’s understanding of scientific terms, such as vapour and gas.

Assessment commentary Luke represents real-world changes in a simple flow-chart model. He uses scientific language when communicating his ideas and identifies hazards to himself and others. When prompted Luke suggests some effective control measures and links cause and effect by commenting that the state of change was due to heating.



2 Investigating the effect of air flow on evaporation


Context Templates for a set of three investigations on evaporation were provided. The independent variables for these investigations were temperature, surface area and air flow. The children were allowed to choose one of these, and the class compared the results afterwards.

Luke’s group decided to investigate the effect of air flow. The teacher suggested some locations that may have different air flows, and the group made their plans and gathered data.



The evidence



Teacher’s notes After watching other children, Luke’s group changed their minds about how they would carry out the investigation. It is because of this original plan that he writes about measuring the volume of water to be squeezed out of the paper towels (the dependent variable). During discussion, Luke’s group said that the paper towel with the faster airflow dried much quicker.



Next steps

Discussion of the difficulty in controlling certain variables, with the idea that changing the location potentially changes more than just the air flow.

Consideration of improvements to working methods to provide quantitative measurement of air flow, such as using a fan on different settings.

Assessment commentary Luke did not produce a table but he shows that he can present data using a simple bar chart. He makes reliable and relevant observations. He identifies straightforward patterns, and gives a simple description of what happened, with a brief spoken group conclusion.



3 Investigating the effect of location on the saltiness of water

Assessment focuses AF1, AF3, AF4, AF5

Context The class had learned about evaporation as a way of purifying water.

They collected samples of water from the sea and from three locations on the river, including tidal and non-tidal locations. They returned to the classroom and, in groups, chose equipment to evaporate the water. They later examined their samples and Luke’s group took photographs.

The evidence



Teacher’s notes While the class collected their samples of water they were asked to predict which water might contain the greatest amount of salt and why. Luke could give a reason for his prediction.

Next steps

Emphasis on clarity of data presentation, since Luke’s table here is not clearly labelled.

Research on the large-scale evaporation of saline to produce either salt or pure water supplies.

Assessment commentary Luke records his data in a simple table. He links cause and effect to demonstrate the reasoning behind his prediction.



4 How to get the air out of a test tube


Context Having looked at ideas about solids, liquids and gases, one group of children was set the challenge of getting the air out of a test tube. Working individually they each began with their own ideas, but also learned through collaboration.

The evidence



Teacher’s notes Luke began with ideas of forcing the air out by blowing, but quickly realised that this would not work and thought of displacing the air with wooden cubes. By watching another child he learned that water could displace all of the air.

Next steps

Introduction to simple particle ideas to help explain some of the simple properties of solids, liquids and gases.

Assessment commentary Luke can respond to ideas provided, to solve a problem. He can select materials and make appropriate observations. He amends his procedure in the light of learning and describes what he has found out, with explanation.



5 Summer rain

Assessment focuses AF1, AF2, AF3, AF4

Context The children had explored the importance of air movements and changes of state to the work of weather forecasters, and had discussed the difference between forecasting for a few days ahead and looking for patterns of long-term climate change.

The whole class discussed the data provided by an upd8 resource, ‘What makes summer more rainy?’ (www.primaryupd8.org.uk) and the environmental impact that high rainfall may have, particularly in the summer.

a. Interpreting rainfall data

The children used the data from the resource to make bar charts and to write their own conclusions.


They then looked at the water cycle shown on the resource, searched for similar images on the internet, and produced their own versions.


http://www.primaryupd8.org.uk/


The evidence a. Interpreting rainfall data



Teacher’s notes Luke did not understand the statement that ‘colder air can’t hold water, so it falls out as rain’. He was confident that the warmer weather affected evaporation although he needed to be prompted by another child to remember previous investigations when they had discussed the statement that ‘wind makes water evaporate quicker’.




Teacher’s notes Luke used more than one source to produce the diagram, and showed he has a clear understanding of the water cycle during discussions.

Luke also talked about how data is useful in predicting weather patterns and asked some interesting questions about the research behind the daily weather forecasts.

Next steps

Opportunity to work with more primary data from his own investigations and from secondary sources such as upd8, in order to provide interpretations of the meaning of patterns in data.

Assessment commentary Luke identifies straightforward patterns from the data displayed on the bar chart that he constructs from the table data. Although Luke has not understood all the implications of the data given, he is beginning to see a link between science and how it can help us. In his representation of the water cycle, he identifies processes of change and uses a cyclic model. He understands and uses scientific vocabulary appropriate to his explanations of the water cycle and weather patterns.



Assessment summary AF1 Thinking scientifically

Luke uses pictorial representations, which are simple models, to help him to understand physical processes. He identifies changes, and, in discussion, uses given scientific ideas to consider problems.

AF2 Understanding the applications and implications of science

Luke is able to identify some aspects of people’s lives and the work they do which are based on scientific ideas. More evidence is needed to make any further judgement of progress within this assessment focus.

AF3 Communicating and collaborating in science

Luke is able to present simple scientific data in more than one way, including using tables and bar charts, which are usually labelled, if not always with full clarity. He uses scientific forms of language when communicating simple ideas and processes.

AF4 Using investigative approaches

Luke identifies control variables and selects equipment from that provided to solve problems. He is able to make reliable observations and whole-number measurements. He recognises risks to himself and others independently.

AF5 Working critically with evidence

Luke identifies straightforward patterns in observations and data, and can describe in simple terms what he has found out with some identification of cause and effect.

Overall assessment judgement Although some further opportunities are required for Luke to show evidence of performance within AF2, he is working at secure level 3 with a consistent profile across the other assessment focuses. This sample of evidence draws mainly from attainment target 3 during one term. Over the course of the rest of the year Luke should encounter further opportunities to demonstrate his skills and understanding within other areas of science. This would provide a greater range of evidence to make a judgement against.




APP primary science assessment guidelines: levels 3 and 4

AF1 – Thinking scientifically AF2 – Understanding the applications and implications of science

AF3 – Communicating and collaborating in science

AF4 – Using investigative approaches

AF5 – Working critically with evidence

L4

Across a range of contexts and practical situations pupils:

Use scientific ideas when describing simple processes or phenomena

Use simple models to describe scientific ideas

Identify scientific evidence that is being used to support or refute ideas or arguments


Describe some simple positive and negative consequences of scientific and technological developments

Recognise applications of specific scientific ideas

Identify aspects of science used within particular jobs or roles


Select appropriate ways of presenting scientific data

Use appropriate scientific forms of language to communicate scientific ideas, processes or phenomena

Use scientific and mathematical conventions when communicating information or ideas


Decide when it is appropriate to carry out fair tests in investigations

Select appropriate equipment or information sources to address specific questions or ideas under investigation

Make sets of observations or measurements, identifying the ranges and intervals used

Identify possible risks to themselves and others


Identify patterns in data presented in various formats, including line graphs

Draw straightforward conclusions from data presented in various formats

Identify scientific evidence they have used in drawing conclusions

Suggest improvements to their working methods, giving reasons


Identify differences, similarities or changes related to simple scientific ideas, processes or phenomena

Respond to ideas given to them to answer questions or suggest solutions to problems

Represent things in the real world using simple physical models

Use straightforward scientific evidence to answer questions, or to support their findings


Explain the purposes of a variety of scientific or technological developments

Link applications to specific characteristics or properties

Identify aspects of our lives, or of the work that people do, which are based on scientific ideas


Present simple scientific data in more than one way, including tables and bar charts

Use scientific forms of language when communicating simple scientific ideas, processes or phenomena

Identify simple advantages of working together on experiments or investigations


Identify one or more control variables in investigations from those provided

Select equipment or information sources from those provided to address a question or idea under investigation

Make some accurate observations or whole number measurements relevant to questions or ideas under investigation

Recognise obvious risks when prompted


Identify straightforward patterns in observations or in data presented in various formats, including tables, pie and bar charts

Describe what they have found out in experiments or investigations, linking cause and effect

Suggest improvements to their working methods

L3

BL

IE

Overall assessment (tick one box only) Low 3 Secure 3 High 3 Low 4 Secure 4 High 4



Acknowledgements ‘Daily News’ worksheets © S. Naylor, B. Keogh, A. Goldsworthy 2004. Published by Millgate House Education Ltd, www.millgatehouse.co.uk. Used with kind permission.

Primary Upd8, www.primaryupd8.org.uk © Association for Science Education. Used with kind permission.

http://www.millgatehouse.co.uk/
