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Transitioning Particles – Leyla Di-Bellonia & Misbah Arif. Task. Place the piece of chocolate in your mouth. While it is melting, can you describe what has happened to the chocolate?. PALAVA Teacher Research Conference – 12 th June 2010.

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  1. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Task Place the piece of chocolate in your mouth. While it is melting, can you describe what has happened to the chocolate? PALAVA Teacher Research Conference – 12th June 2010

  2. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif When particles are heated they collide, vibrate and spread out…. …Heat gives energy and makes them vibrate. Transitioning Particles Leyla Di-Bellonia AST, Islington Arts & Media School Misbah Arif AfL Lead Practitioner, Parliament Hill School, formerly at Islington Arts & Media School Year 6 Pupil, Montem Primary School, Islington PALAVA Teacher Research Conference – 12th June 2010

  3. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif The Problem • Year 7 Pupils experience a dip in their enjoyment and attainment in Science when transitioning from primary to secondary school. • Difficulty shown by Y7 pupils in applying keywords previously learned in Y6 to concepts. • Secondary teachers do not fully understand KS2 pedagogy. • KS2 teachers sometimes struggle to raise attainment in Science. • Particle theory is a hard abstract concept (for pupils at all key stages). • Particle theory underpins many concepts at KS3, KS4 and KS5. Children appear to think that particles vary in size and shape.- Rosalind Driver PALAVA Teacher Research Conference – 12th June 2010

  4. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif The Original Vision • To elicit common misconceptions of particle theory. • To improve use of scientific vocabulary. • To encourage pupils to think abstractly about concepts. • To link vocabulary to concepts. • To develop pedagogy of primary and secondary teachers. • Improve pupils’ experimental skills. • Aid transition from primary to secondary school for pupils in Science. PALAVA Teacher Research Conference – 12th June 2010

  5. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif 4D Solids, Liquids and Gases Terms relating to states of matter and to separation e.g. solid, liquid, melt, freeze, solidify, dissolve, solution, filter. LiteracyLadder 5D Changes of state Terms related to changes of state e.g. evaporation, condensation, boiling temperature, state, change of state, water cycle, conditions, solid, liquid, gas . Names of processes and verbs related to them melting/melt. 7G Particle model of solids, liquids and gases Words related to scientific contexts e.g. evidence,theory, model. Words and phrases relating to the particle model, e.g. particle, diffusion, gas pressure, vibration. Words relating to scientific enquiry, e.g. evidence, data. PALAVA Teacher Research Conference – 12th June 2010

  6. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Before… Sample of pupils’ questionnaire from Attitudinal Survey Sample of pupil interview task Lesson Observation PALAVA Teacher Research Conference – 12th June 2010

  7. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Y6’s Misconceptions Pupils refer to particles as ‘bits’ which they believe have the ability to change in size and shape–Pfundt H (1981) PALAVA Teacher Research Conference – 12th June 2010

  8. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Y6’s Misconceptions Pupils hold the view that heat makes particles move further apart – Osborne and Cosgrove (1983) PALAVA Teacher Research Conference – 12th June 2010

  9. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Y6’s Misconceptions Pupils often regard particles as small bits of solid– B Holding (1987) This pupil has shown that particles behave like barriers and it is only when heated that these barriers are relocated. PALAVA Teacher Research Conference – 12th June 2010

  10. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Outline of Year 6 Lessons Lesson 1:What happens to chocolate as it’s heated? Lesson 2:What is the melting point and how do we find out what it is? Lesson 3:What temperature does chocolate melt at? (Practical lesson) Lesson 4: How can we show what we have found out? Lesson 5: Why does chocolate melt? Lesson 6: Chocolate & particles: What have we learned? PALAVA Teacher Research Conference – 12th June 2010

  11. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif • Lesson 1: What happens to chocolate as it is heated? • Pupil Learning Outcomes: • To elicit common misconceptions of particle theory • Be able to use writing to explore and develop ideas Washing line of terms Modelling of solids and liquids PALAVA Teacher Research Conference – 12th June 2010

  12. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif • Lesson 2: What is the melting • point and how do we find out what it is? • Pupil Learning Outcomes: • To improve terminology used at KS2 • Be able to collect accurate and reliable results • Be able to produce an organised and sensible method • Be able to recognise cues to start a new paragraph and use the first sentence effectively to orientate the reader Deciding where to put the thermometer for fair testing PALAVA Teacher Research Conference – 12th June 2010

  13. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif • Lesson 3:What temperature does chocolate melt? • Pupil Learning Outcomes: • To improve terminology at KS2 and KS3 • Be able to collect accurate & reliable data • Be able to manipulate data • Be able to present data in an appropriate format Carrying out an experiment PALAVA Teacher Research Conference – 12th June 2010

  14. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif • Lesson 4: • How can we show what • we have found out? • Pupil Learning Outcomes: • Be able to manipulate data • Be able to present data in an appropriate format • Be able to produce an • organised and sensible • method Calculating mean average from recording data PALAVA Teacher Research Conference – 12th June 2010

  15. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif • Lesson 5: Why does chocolate melt? • Outcomes: • To improve understanding of abstract concepts. • Be able to use writing to explore and develop ideas. Sentence starters Flowchart of state changes PALAVA Teacher Research Conference – 12th June 2010

  16. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif • Lesson 6: Chocolate and particles: • What have we learnt? • Pupil Learning Outcomes: • To link terminology of concepts • Be able to evaluate a model • Be able to recognise cues to • start a new paragraph and • use the first sentence • effectively to orientate the • reader Group work Modelling understanding PALAVA Teacher Research Conference – 12th June 2010

  17. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif The Outcomes: Year 6 Project2007-8 I love science! - Year 6 pupil • 87% pupils could clearly describe the effect heat had on particles. • Pupils could correctly select and use the keywords. • KS2 teacher felt project helped her to develop practical skills and helped children develop their theory with more use of keywords. • KS3 teachers adapted the way they taught new Year 7. I am definitely going to use sentence starters and frames for oral purposes. I’ve been using them for writing but didn’t realise how valuable they are for taking - Trainee SecondaryTeacher I can explain melting and freezing better. - Year 6 pupil Literacy PALAVA Teacher Research Conference – 12th June 2010

  18. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Taking it backwards: Year 4 • Year 6 taught under the pressure of KS2 SATs. • Transition from primary school science to experimental school science has huge gap in skills and appropriate scientific literacy. ….But can an abstract concept be taught to Year 4, whose learning is grounded in experience? Skills PALAVA Teacher Research Conference – 12th June 2010

  19. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Meeting 4D Motivation and confidence is an important part of children’s learning, a transition programme offers this to children through exposure to knowledge and the expertise they bring to the table. - Year 4 Teacher • Observation of classroom set-up, use of teaching assistants, behaviour strategies and teaching and learning. • Science lesson with learning intention: I know the same material can exist as both a solid and a liquid. • In the afternoon pupils informed of project and told that all materials are made up of particles, which are the smallest unit of all things. • Pupils introduced to the idea of ‘super-power’ eyes that can see particles. This was used to elicit prior conceptions of particles in context of melting bar of chocolate. PALAVA Teacher Research Conference – 12th June 2010

  20. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Demonstrating and drawing • Chocolate melted in a bowl in class, which pupils successfully described. • Worksheet based on what they had seen and experienced, using the tool of ‘super-power’ eyes to find out what pupils thought at this stage. • Keyword bank supplied for written work. PALAVA Teacher Research Conference – 12th June 2010

  21. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Interviewing • High, middle and low ability pupils interviewed using demonstration followed by worksheet. • ‘Super-power’ eyes used as a tool, though pupils told that particles may or may not be like those in the chocolate. • Pupils encourage to write explanations. PALAVA Teacher Research Conference – 12th June 2010

  22. Lesson 1:What are solids and liquids? Lesson 2:What happens to chocolate as it is heated? Lesson 3:What is the melting point? How do we find out what it is? Lesson 4: At what temperature does chocolate melt? Lesson 5: Why does chocolate melt? Why does heat cause chocolate to melt? @ Montem Lesson 6: Why does chocolate melt? Why does heat cause chocolate to melt? @ IAMS Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Outline of Year 4 Scheme PALAVA Teacher Research Conference – 12th June 2010

  23. Lesson 1:What are solids and liquids? Pupil Learning Outcomes: Use appropriate language to correctly classify solids and liquids. Describe similarities and differences between solids and between liquids. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Solid ‘freeze-frame’ Liquid ‘freeze-frame’ PALAVA Teacher Research Conference – 12th June 2010

  24. Lesson 2:What happens to chocolate as it is heated? Pupil Learning Outcomes: Review knowledge of solids and liquids to show what happens when chocolate melts. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif What happened to Ms. Mundy-Gill’s chocolate? PALAVA Teacher Research Conference – 12th June 2010

  25. Lesson 3:What is the melting point? How do we find out what it is? Pupil Learning Outcomes: Identify what the melting point is. Describe how to conduct an experiment safely. Predict at what temperature chocolate melts. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Planning and justifying Finding out body temperature PALAVA Teacher Research Conference – 12th June 2010

  26. Lesson 4: At what temperature does chocolate melt? Pupil Learning Outcomes: Re-visit prediction. Explain the safety rules in a laboratory. Make and record observations. Evaluate method of experiment. Calculate mean average. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Agreeing predictions Observing and recording PALAVA Teacher Research Conference – 12th June 2010

  27. Lesson 4: At what temperature does chocolate melt? Pupil Learning Outcomes: Re-visit prediction. Explain the safety rules in a laboratory. Make and record observations. Evaluate method of experiment. Calculate mean average. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Flow diagrams Calculating PALAVA Teacher Research Conference – 12th June 2010

  28. Lesson 5: Why does chocolate melt? Why does heat cause chocolate to melt? @ Montem Pupil Learning Outcomes: Describe the movement of particles in melting. Analyse their theories through discussion. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Revisit ideas in light of experience Tackling misconceptions Checking learning PALAVA Teacher Research Conference – 12th June 2010

  29. Lesson 6: Why does chocolate melt? Why does heat cause chocolate to melt? @ IAMS Pupil Learning Outcomes: Explain why particles move during melting. Describe the effect of heat energy on particles. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Checking understanding Tackling misconceptions PALAVA Teacher Research Conference – 12th June 2010

  30. Lesson 6: Why does chocolate melt? Why does heat cause chocolate to melt? @ IAMS Pupil Learning Outcomes: Explain why particles move during melting. Describe the effect of heat energy on particles. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Preparing performance Communicating learning PALAVA Teacher Research Conference – 12th June 2010

  31. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif The Outcomes: Year 4 Project2008-9 • 80% pupils able to describe the effect heat had on particles. • Pupils could name scientific equipment and justify their uses. • Pupils could calculate mean and round off decimal places. • Pupils of differing abilities were videoed giving a description (and explanation) of ice melting. Skills Evaluation is ongoing…. PALAVA Teacher Research Conference – 12th June 2010

  32. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Key Features of Success • Pupils misconceptions researched beforehand. • Teachers observed lessons in the ‘other’ school and key stage. • Lessons planned by primary and secondary school teachers. • Lessons evaluated by primary and secondary school teachers during and after the scheme, including using pupil questionnaires and interviews as well Assessment for Learning carried out during the lessons. • Lessons carried out in both the primary school and secondary school. • Action Research - embedded in practice and circles within circles. Assessment for Learning Plenary PALAVA Teacher Research Conference – 12th June 2010

  33. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Future Vision: 2010 & beyond… • Year 5 project - pupils will be able to exhibit the outcomes of both the literacy and skills-based project. • Support Science Assessing Pupil Progress (APP) Assessment Focuses. • Embedded pedagogy into KS3 and KS2. • Teacher development to support transition. • Scheme of work adaptations. • Borough-wide to Nation-wide. • International Primary Curriculum. PALAVA Teacher Research Conference – 12th June 2010

  34. Transitioning Particles – Leyla Di-Bellonia & Misbah Arif Acknowledgements This work would not have been possible without… • Martin Monk, Richard Boohan,& Sandra Amos, GATSBY Foundation • Dulcie Mundy Gill, AST & Year 5 Teacher, Montem Primary School, Islington (was Year 6 teacher during project) • Anna-Kim Davis, Science Coordinator and Year 5 Teacher, Montem Primary School, Islington (was Year 4 teacher during project) • Mitul Patel, Teach First Teacher, Islington Arts and Media School, Islington PALAVA Teacher Research Conference – 12th June 2010

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