ICT Training for Teachers
Secondary Science - Planning for and managing the use of ICT
ICT in a Science Scheme of Work
ICT shouldn't be a 'bolt-on' extra in science. ICT is part of the pupils' entitlement, and its use should be fully documented in the science scheme of work. If your scheme of work has not been reviewed for some time, this might be a good opportunity to look again at how you cover ICT in your plans. There are some further thoughts on pupil entitlement on the Virtual Teachers Centre.
The use of ICT to enhance teaching and learning in science, reflected in the scheme of work, should:
The scheme of work related to the use of ICT must show:
The information about planning for teaching with ICT in the core materials is worth looking at; go to Module 5 of the primary core and Planning for learning with ICT in the secondary core.
Managing the use of ICT in a science lab, especially when carrying out datalogging, produces particular problems. Some dataloggers allow you to collect data remotely and then connect to the computer later to download and process the data. Notebook or palmtop computers are an alternative to large desktop units for using near apparatus. You will need to assess what ICT equipment is available to you and how to use it safely in a hazardous environment.
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What ICT skills do you think an 'average' pupil should be able to demonstrate in their science work without help, at the beginning of key stage 3 and at the end?
- You might need to talk with colleagues in your department and elsewhere, including teachers of ICT, to build a picture of the skills your pupils actually do have.
What range of ICT skills do you think all your pupils will be able to demonstrate?
- Provision should be made for the diverse learning needs of all your pupils.
- The use of ICT in science can enhance subject learning for all abilities, see the Inclusion section of the National Curriculum for science
- All pupils use ICT in their primary schools, in science you can build on these skills from the start of key stage 3. These will have been assessed at the end of key stage 2.
Sample Lesson Plans
Other lesson ideas
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The T@LENT conference for secondary science includes threads that might be useful in this discussion.
What criteria would you use to measure your success in planning a lesson in which ICT was used to support learning in science? How do these criteria differ from lessons in which ICT was not used?
What challenges did you meet in relating the requirements of science and ICT? These might be considerable and require work with a colleague or some professional development. It is worth not only listing challenges but also explaining how they were dealt with.
What practical measures were/would be necessary to adopt because of incorporating ICT in science lessons?
In a more general way, list the measures and/or issues that you consider would be significant in incorporating ICT in your teaching.
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Integrating ICT into the Science Curriculum
There are many opportunities for integrating ICT into aspects of science. It is important that ICT is used thoughtfully, that is in order to enhance learning in science, to introduce or consolidate ICT skills knowledge and understanding, to provide opportunities for students to demonstrate success in attainment and to support progression and improved standards of teaching and learning.
There are a number of systems for recording data automatically, this includes the use of sensors for:
sound, conductivity, force, oxygen, heatflow, voltage, pH, light and light gates, temperature, differential gas pressure, barometric pressure, electrical current, angular displacement, humidity, magnetic flux density, blood flow, radioactive decay, acceleration.
Most systems include both hardware, which will include an interface unit, and software although generic software is available (see Data Harvest , Philip Harris, Griffin and George, Unilab, and Logotron). The software usually allows graphs to be produced from data and the facility to export data to a spreadsheet.
Simulations are computer models where the user cannot directly access the engine running the model. Many computer games are simulations and some of these are based on particular scientific, engineering or economic models. Typically the user will be able to adjust a small number of parameters, for example in a simulated experiment but cannot alter the mathematical algorithm which uses those values. Typically dangerous or expensive experiments will best be performed through simulations, although many school laboratory experiments are available. For examples see:
|Crocodile Clips||Simulation packages for Technology, Maths, Physics and Chemistry, with free demos available from the web site|
|szyzyg.arm.ac.uk/~spm/neo_map.html||Near Earth Object Map - this shows an up to date map of the solar system displaying the orbits of the terrestrial planets, and the estimated position of thousands of known asteroids.|
|www.energy.ca.gov/education/||Energy quest - Energy Education from the California Energy Commission web site with projects, puzzles and information on energy and energy-related issues, a range of levels of difficulty including work relevant at KS3.|
|www.hhmi.org/grants/lectures/biointeractive/demos||A number of excellent biological simulations, some suitable mainly for 'A' level but others could be used for GCSE.|
|www.school-for-champions.com/science.htm||Some useful information, experiments (including downloadable ones) and tests; not all appropriate to the national curriculum and some at advanced level but some useful stuff.|
|www.scienceyear.com/home.html||The web site for Science Year 2001 with news, events, experiments, case studies and software to download.|
Software written specifically for learning in science. This will include simulations but also specific CD-ROMs, revision programs and web sites, for example in:
The following examples do not represent exhaustive lists and are only illustrative, there is a great deal of other good generic software available:
ICT sources of information, CD-ROM encyclopaedia (e.g. encarta.msn.co.uk, www.eb.com), general information web sites (e.g. www.encyclopedia.com, www.howstuffworks.com)
Collecting and analysing data (databases such as Appleworks database, Microsoft Access or Information Finder and spreadsheets such as Microsoft Excel and Appleworks spreadsheet)
Modelling (spreadsheets such as Microsoft Excel and Appleworks spreadsheet)
Communicating (Internet electronic mail and the world wide web)
Publishing (wordprocessors such as Microsoft Word and Appleworks wordprocessor, desktop publishing such as Aldus Pagemaker, Quark Express or web publishing such as Front Page Express or Dreamweaver)
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- Task 4.1
- Plan and teach an aspect of science
Consider using ICT advisory teacher support
- Evaluate this activity using the guidelines from Module 5
- Publish a report of the activity on the web
Include your lesson plan and assessment scheme, and your lesson evaluation
- Use the conferencing software to discuss issues of integrating ICT in science teaching - use of interactive whiteboards, group work in labs, use of ICT suites etc.
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