Scoil Bhride BNS

WHOLE SCHOOL PLAN

for


SCIENCE




Title of Document

Whole school Plan for Science

Scoil Bhríde

June 2004

18524k.


Reviewed by science coordinator in 2006

The latest review of this plan has taken place in 2009
" Inventory of equipment
" Review of plan
" Purchase of necessary resources.





Whole school plan for science




Introductory Statement.

School Bhríde is a senior, urban boys Primary School. We cater for boys from 2nd to 6th class. We currently have one Special Class and we cater for boys from many and varied backgrounds and cultures, including recent immigrants and members of the travelling community. In formulating our School Plan, we intend to take cognisance of these factors; it is our intent to provide the highest quality learning opportunities, taking into account these and other factors.


(B). Rationale.

S E S E and Science in particular, is concerned with the development and understanding of the biological and physical aspects of the world. Science and technology can make a vital contribution to the holistic development and education of the child by providing opportunities for the development of:
1. A broad and balanced understanding of the properties and interactions of the physical universe.
2. Scientific ways of investigating and exploring the world.
3. Positive attitudes to science and an appreciation of the contribution of Science and technology to society.
We recognise that the curriculum is Spiral in nature and this shall be borne in mind when planning.






A vision of our Science curriculum

We shall endeavour to enable the child to:

1. Develop an interest in and curiosity about world through the exploration and study of living and non-living things.

2. Develop and apply constructive thinking.

3. Observe, ask questions, hypothesise, plan, experiment, design, make, discuss, analyse and evaluate results.

4. Communicate and record observations, evidence and results of experiments.

5. Become actively involved in the discussion, exploration and resolution of environmental issues.

6. Understand and apply a safety code in scientific and technological investigations and activities.

7. Understand the interdependence of a wide variety of living things and their environments, recognise the importance of conserving habitats and environments and begin to understand that all life now and in the future depends on sustainable development.











Broad aims of social, environmental and scientific education in Scoil Bhríde.


We aim to:

" Reinforce and stimulate curiosity and imagination about local and wider environments.

" Enable the Scoil Bhríde pupil to play a responsible role as an individual, as a family member, as a member of a local, regional, national, European and global community and as a pupil of our school.

" Foster a sense of responsibility for the long term care of the environment and to promote the sustainable use of the Earth's resources through personal lifestyle.

" Cultivate humane and responsible attitudes and an appreciation of the world in accordance with beliefs and values.

Fundamentally, our aim is to enable the Scoil Bhríde child to acquire the knowledge, skills and attitudes so as to develop an informed and critical understanding of social, environmental and scientific issues.









1.2 Children's Ideas

Children's ideas are often an appropriate starting point for scientific activity.
Some strategies for eliciting such information may include:

¢ Play scenarios

¢ Talk and discussion

¢ Questioning

¢ Listening

¢ Problem solving tasks

¢ Annotated drawings

¢ Teacher designed tasks and tests

¢ Concept mapping

¢ Brainstorming

It is both understandable and desirable that children's ideas would be modified accordingly following scientific investigation and activity.










1.3 Practical Investigations

It is our intention to encourage practical investigation.
Investigations should allow for differentiation to meet the needs of all the children in the school.
All investigations should be fair tests and we intend that children should be aware of the importance of conducting a fair test. It is envisaged that a combination of open and closed investigations be used to enhance learning opportunities.

Whole school practical steps:

The school has made some strides in recent years, including the provision of two flower gardens, a vegetable garden, bird table, and the planting of a number of trees to commemorate certain milestones.



1.4 Classroom management

A combination of strategies may be used within the classroom. These may include:

¢ Whole group work

¢ Small groups

¢ Pairs

¢ Or individually

However we intend to give children opportunities to work co-operatively and collaboratively as much as possible.
Findings and models/ projects may be displayed.


1.5 Key Methodologies

Our methodologies will reflect both a teacher directed approach and an investigative approach.

¢ Using the environment

¢ Using an active learning approach

¢ Using guided and discovery learning

¢ Use of free exploration of materials



1.6 Linkage and Integration

It is our intention to link activities and concepts, where possible.

-To other areas of the Science curriculum.

-To other curricular areas

It is also a policy of ours to utilise Science lessons as opportunities to develop children's language competence and confidence. This new vocabulary should allow the children to engage with and challenge other Scientific Challenges in their environment.


1.7 Use of the Environment

A number of trails in the children's immediate environment have been devised by teaching staff and are currently in use. These are divided into Junior and Senior categories. These maps and trails are kept within a central location in the school also attached to this policy. We will also take the opportunity to use parents with particular knowledge in this area as a resource should they wish.
Procedural issues with regard to class outings are contained on our Health and Safety statement. (Attached) This statement has been reviewed in light of the new Science Curriculum. We also intend to undertake good environmental practices, i.e.

- Using recyclable materials for Science activities.
- Recycling.
- Using litter teams.
- It is also our intention to provide a bird table.



1.8 Balance between knowledge and skill

The skills which we intend to impart to the children are:

Questioning

Observation

Prediction

Investigating

Experiencing

Estimating

Measuring

Analysing

Recording

Communicating

Co-operating

Ample opportunity will be given to allow the children to develop these skills.



2. Assessment

Many opportunities for assessment exist within the Science Curriculum.
These, in our case, can be categorised as follows:

-Teacher Observation.

-Teacher designed tasks and tests.

-Concept Maps.

-Curriculum profiles.

-Publish in School Newsletters, (Monthly)

-Publish on the school website.

-Keeping samples.




Statement on differing needs.

We recognise that pupils in our school have differing needs. With this in mind, it may be necessary to employ differentiated programme within the classroom and/or with regard to homework.
For example, we have some students whose first language is a language other than English. We recognise that our expectations may differ in the case of these students, particularly in the area of language development in Science. We are also aware of cultural considerations and differences of our pupil cohort.

4. Equality of participation

All pupils will have an opportunity to participate at some level in the Science programme. We recognise that some of our pupils may not have easy access to scientific materials in their homes and our prescription of homework will reflect this.

5. Timetables

It is envisaged that there would be a dedicated time for Science in teacher's weekly timetable. Also it is our intention that during Science day each year, each class would hold a Science lesson. We are also aware that some pupils are withdrawn from the classroom at certain times during the day. We shall endeavour to accommodate these children- We would intend that they would not miss Science activities on a regular basis. Our timetables will reflect this.





6. Resources and Equipment

. In September 09 a Resource audit was carried out. This showed that a number of pieces of equipment needed to be replaced. These were purchased in November 09. This and all equipment relating to Science is contained in a fully mobile Science table, which will be centrally located within the school. It is envisaged that a regular audit of Science equipment be carried out and stock replenished when necessary.
We refer, again, to our Health and Safety statement with regard to storage of hazardous materials. We refer also to our code of behaviour which was amended in 2009.

7. Safety

Our safety statement was amended in 2003-2004 with regard to the new curriculum. Procedures with regard to trials, trips, hazardous materials etc. are contained within.

8. Homework

We refer to the school homework policy. We recognise that Science homework may pose some difficulty for some pupils. However teachers are aware of the need to strike a balance between observing, discussing, investigating, recording and learning.
We recognise that is not essential that all pupils be assigned for the same homework. Special consideration shall be given in some cases.


9. Teacher's planning and reporting

The teaching staff will recognise that it is important that teachers should liaise on an ongoing basis, but particularly at the end of the school year to plan for the year ahead.
Teachers at each class level have already met to divide the curriculum strands and strand units so that each child shall achieve the optimum learning experience, given the Spiral nature of the curriculum.

10. Staff development

The teaching staffs have agreed that should opportunity arise, they would be willing to attend courses which will develop their expertise in the area of Science.
They have also agreed that should a teacher need to be supported in developing required knowledge and skills in this area; this support shall be provided, if possible, by other staff members within the school.

11. Parental Involvement

We recognise the importance of Parental involvement from time to time, some parent s may have particular talents or expertise in this area which they may be willing to share with the children. Our current Parent's council have agreed to assist on trips and trails and the school community encourage this involvement.

12. Community Links

The school staff are currently engaged in identifying local craftspeople, designers etc. who might work with the pupils.
The school to date has had a number of visits from community groups which have complimented the children's learning. E.g. Bobby bear programme, Science workshops, Science bus etc.
It will be our policy to actively encourage these links.

Role of Coordinators

This plan was developed by Margaret Buckley and John Healy in 2003-2004.
This plan was reviewed in 2006 .
This plan was reviewed in October 2009.
The coordinators shall coordinate the progress of the plan, encourage and accept feedback and report to staff on the findings.



Review

This plan shall be reviewed after a two year period, and amended accordingly.




INFORMATION AND COMMUNICATION TECHNOLOGY.

We recognise that information and communication technology can be an important resource and tool for learning in SESE. Investigations and exploration can be enhanced by using I.C.T. to record and analyse information. We recognise that I.C.T can be helpful in accessing a range of sources of scientific and technological information.To assist in this the classrooms have all been added to the school network,so information is immediately available to students.

Some websites which may be helpful with planning and teaching ideas are listed below:

www.primaryscience.ie
www.discover-science.ie
www.scienceweek.ie
www.primarygames.com
www.curriculumonline.ie
www.teachingideas.co.uk
www.primaryresources.co.uk




APPROACH TO PLANNING

We have planned for the implementation of the SESE curriculum based on a spiral approach, in which some aspects of the natural and physical environment may be explored at each class level. The strands are almost identical at each class level. However the knowledge and understanding presented and the range of process skills that children are encouraged to use in scientific investigation will be developed and extended at each class level.
This should effectively ensure that the children experience a broad and balanced curriculum.

HEALTH AND SAFETY

The introduction of a new Science curriculum will have certain health and safety implications.
Recognising this, we have added to and amended our health and safety statement accordingly.
(See Scoil Bhríde health and safety statement)








CONTENT AT CLASS LEVEL

2ND CLASS SKILL DEVELOPMENT:

WORKING SCIENTIFICALLY:
Questioning,
Observing,
Predicting,
Investigating,
Analysing,
Recording,
Communicating,


STRAND: STRAND UNIT
Myself Myself
Plants and animals.

Energy and Forces Light
Sound
Heat
Magnetism
Forces.

Materials Properties of materials
Characteristics of materials.

Environmental awareness Caring for my locality.









THIRD AND FOURTH CLASS SKILL DEVELOPMENT:

WORKING SCIENTIFICALLY:
Questioning,
Observing,
Predicting,
Investigating,
Estimating,
Recording,
Communicating.


DESIGNING AND MAKING:
Exploring,
Planning,
Making,
Evaluating.


CONTENT
STRAND STRAND UNIT

Living things Human Life
Plants and animals.

Energy and forces Light,
Sound,
Heat,
Magnetism,
Electricity,
Forces.

Materials Properties of materials
Characteristics of materials


Environmental awareness Environmental awareness
Caring for the environment.

FIFTH AND SIXTH CLASS SKILL DEVELOPMENT:

WORKING SCIENTIFICALLY:
Questioning,
Observing,
Predicting,
Investigating,
Experimenting,
Estimating,
Measuring,
Analysing,
Sorting and classifying,
Recognising patterns,
Interpreting,
Recording and communicating.

DESIGNING AND MAKING
Exploring,
Planning,
Evaluating,
Making.


STRAND STRAND UNIT

Living things Human Life
Plant and animal life

Energy and forces Light,
Sound,
Heat,
Magnetism and electricity,
Forces.

Materials Properties
Characteristics
Materials and change

Environmental awareness Awareness
& Care Science and the environment
Caring for the environment





STRAND UNIT EXAMPLE.

The following is a sample list of concepts which could be introduced in a particular strand unit.

The particular stand unit chosen in this instance is MAGNETISM AND ELETRICITY, suitable for a fifth or sixth class.

The child could be enabled to

- Learn that magnets can push or pull magnetic materials
- Investigate how magnets can be made
- Explore how magnets may be used to sort materials
- Learn about electrical energy
- Construct simple circuits
- Use wire, bulbs, motors ect.
- Use more than one bulb in a circuit
- Use more than one battery in a circuit
- Experiment with switches
- Become aware of common electrical appliance workings
- Understand the dangers of electricity
- Become aware of the importance of fuses and circuit breakers for safety.













ENVIRONMENT OF SCOIL BHRIDE.


Scoil Bhride is a senior boy's school in an urban setting.
We recognise that the location of the school has some limitations for environmental study purposes, though it also presents some opportunities.

In planning for Science; our teaching staff took some time to investigate our environment, to recognise the opportunities and to design some trails and lessons which can be used locally.

The following trails were identified;

1. Town Park.
2. Town Centre Trail. (Junior and Senior)
3. Charleville Castle ( Junior)
4. Charleville Castle (Senior)
5. Scoil Bhride school grounds.
6. Local Graveyard














Appendix 1 Routes and trails


Senior

Route 1.

Bring blank page.
Bring clothes hanger.
10 points if you spot a wild animal.

Stop # 1. Council Office + Charleville road:

1. Sketch the shape / frontage of the building.
2. Write down as many street names as you can see.

Stop # 2. The Lodge.

1. What does the sign on the gate say?
2. Count the blocks on one pier.
3. Does the other have the same amount of blocks?
4. What words best describes the lodge.

Stop # 3. Graffiti Tree.

1. Can you find a tree with graffiti?
2. What does the graffiti say?
3. Why do you think this person did this?
4. Can you find any clues?


Stop # 4. Wooden area after Graffiti Tree, on right.

1. Close eyes, listen, and write down what you hear after 20 seconds of listening.
2. Bring 3 leaf samples with you.
3. Does the close hanger ring experiment.




Stop # 5. 2nd Last turn to right before sign

1. Can you see rubbish?
2. List the types of rubbish you can see.

Stop # 6 Teddy - Bear Tree. Last turn before sign to right

1. Find the Teddy Bear Tree?
2. Can you identify the tree?




























Route 2.

Stop # 1. The Large tree beyond the lodge.

1. Do a tree rubbing on the blank sheet.
2. How many baby steps does it take to go around it?
3. Is it North / South / East / West of the lodge use a compass?
4. How many branches touch the ground?
5. Guess the age?
6. What do you think the arrangement of stakes beside the tree is for?


Stop # 2. Gateway with Semi - Circular Shape / Turnstile.

1. What do you think this is shaped like this for?
2. Measure in large steps to the painted tree.

Stop # 3. Painted Tree 20 feet further on.

1. Why do you think it's painted?
2. Is it graffiti or deliberate.


Stop # 4. Gateway to the castle.

1. Write down the Internet Address.
2. What shape can you see on the pedestal on the right of the gate?
3. Why is the wall a semi- circle shape?






Stop # 5. Flags

1. What Countries Flags are flying?
2. Identify at least one lower in the grounds?
3. Can you see a flag over the door? If so which one?
4. What do you think the rope Sketch the front of the castle in and pulley are for?
5. Sketch the front of the Castle in the box below.

































Town Environmental Trail.

Stop # 1. The Courthouse.

1. What is written on the monument outside the courthouse?
2. Why is it there?


Stop # 2. Old Post Box (at the roundabout on O' Moor Street)

1. What colour is it?
2. What is the symbol on the top of the post box.
3. Why do you think is it there?
4. What do you think the two letters on it mean?
5. Do you think it is a good spot for a post box? Why/Why not?
6. Sketch the post box.


Stop # 3. Farrell's Solicitors.

1. Look at the architecture around you in high Street.
2. Sketch 3 archways and note the differences between them.


Stop # 4. O' Connor Square.


Mini - Stops.

1. Monument.

1. Who is the monument dedicated to?
2. Sketch the monument showing the areas where lichens / mosses are growing?

2. Trees.

1. What types of trees are growing in the square?
2. How many trees are there?
3. Why are they growing in the town?
4. How are they protected? / Why?


3. Benches

1. Sketch side profile of the bench.
2. What useful piece of information can be found there?


4. Bins

1. Sketch the symbol on the bin.
2. Why is it there?


5. Buildings - Irish Nation wide (Old Market House)

1. Why do you think they needed this building?
2. What useful instruments are on the building?


Stop # 5 Down the Tanyard. Stop at the J.A Tarleton 1901 sign.

1. Stand with back to sign Look out at St. Catherine's Church Hop Hill.
2. Why is it so easy to see the church from here?
3. Do you know how Tullamore got its name?




Stop # 6 Old Distillery Gate (Patrick Street)

1. What year is written in the gate?
2. Sketch the gates.


Stop # 7 Heritage Centre, Canal, Monument, Recycling Bins.

1. Bring children on a tour of the Heritage Centre.
2. Sketch one picture from the monument.
3. Who are the people on the monument?
4. Why is the monument there?
5. Name any signs of pollution in and around the canal.
6. What can be recycled in the bins near the historical centre?


Stop # 8 Old Mill.

1. Name any birds you see flying in and out of the mill.
2. Why do you think they nest here?
3. What plants are growing on the buildings?















Teachers Additional Info.

Stop # 2.

G R = 2 Letters on post box

Stop # 4.

1. Writing on monument.

"Erected to the glorious memory of the men of Offaly, King's Country who gave their lives in the great wars"

1914-1919
1939-1945

2. Benches - Year = 1990
3. Bins - UDC. Coat of Arms

4. Irish Nation wide - Old Market House.
Market held indoors here when raining.
Instruments = Weathervane, clock.

Bank of Ireland was an Old Tobacco Industry.

Stop # 5.

The name Tullamore / Tulach Mhor means "the big mound or hill". It probably refers to the natural mound in Hophill, now the sits of St. Catherine's Church.







Stop # 6.

Year on gate = 1829

Stop # 7

Monument outside Historical Centre.

1. Book of Durrow - Picture of Mathew, Mark, Luke and john on the four faces. (The evangelists).
2. Was erected by the lions Club.

















Appendix 2 - conservation code








Conservation Code.


1. Children will handle plants with care at all times.
2. Children will be responsible for their own litter in the school grounds.
3. Be careful where you tread. Take care not to tramp on insects.
4. Pupils must wear suitable attire when going on nature walks.
5. Always replace logs and stones that have been turned over.
6. Always stick to pathways unless otherwise instructed.
7. Stay in close proximity to teacher or group with which you are working.
8. Keep noise levels to a minimum.
9. Draw Record rather than handling.
10Arrangements should be made for the return of animals to their habitat.
11Co- operation is important for group work.
12 If collecting plants take only one sample
13Take care on grass areas around school.
Samples to be collected only if an investigation can't be carried out.



Appendix 3: Programmes at class levels

Suggested Science programme for second class

Living things Energy/forces Materials Environmental
awareness and care
Autumn Myself Light

-Heat Properties/characteristics of materials Caring for my
locality
Winter/spring Plants and animals Sound-
forces Properties/characteristics of materials Caring for my
locality
Summer Processes of life Electricity and magnetism Materialsand change,
Heating,
Cooling,
Mixing and other changes Caring for my
locality

Suggested Science programme for third class

Living things Energy/forces Materials Environmental awareness and care
Autumn Human life processes Light

-Heat Properties/characteristics of materials Science and the environment
Winter/spring Variety/characteristics of humans
-Plant and aminal life Sound-
forces Properties/characteristics of materials Environmental awareness
Summer Processes of life Electricity and magnetism Materials and change Caring for the environment



Suggested Science programme for fourth class

Living things Energy/forces Materials Environmental awareness and care
Autumn Plant and animal life-processes of life-variety/characteristics of living things Light

-Heat Properties/characteristics of materials Environmental awareness
Winter/spring Human life-
Breathing/-how people move Electricity and magnetism Materials and change Science and the environment
Summer Human life processes Sound-
forces Caring for the environment



Suggested Science programme for fifth class

Living things Energy/forces Materials Environmental awareness and care
Autumn Plant and animal life Light

-Heat Properties/characteristics of materials Science and the environment
Winter/spring Plant/ Animal life Sound-
forces Materials and change Caring for the environment
Summer Human life Electricity and magnetism Mixing/separating/other changes Environmental awareness








Suggested Science programme for sixth class

Living things Energy/forces Materials Environmental awareness and care
Autumn Local habitats-
Processes of life-
Plant life Sound

-Heat Materials and change-Heating-cooking-mixing-separating Science and the environment
Winter/spring Photosynthesis-adapting to the environment-
Constructing keys Light-
Magnetism and electricity Materials and change Caring for the environment
Summer Human life Forces Properties/characteristics of materials Environmental awareness