"EQUIPPED WITH HIS FIVE SENSES, MAN EXPLORES THE UNIVERSE AROUND HIM AND CALLS THE ADVENTURE SCIENCE" - EDWIN POWELL HUBBLE
At Langdale we provide an exciting, practical and balanced Science Curriculum for all children. Our science teaching actively encourages children to work both independently and with others in practical ways, developing secure subject knowledge, investigative skills and scientific vocabulary.
A high-quality science education provides the foundations for understanding our world. Science continues to change our lives and is vital to our world’s future prosperity and sustainability; we know all children should be taught essential aspects of the knowledge, methods, processes and uses of science. We aim that, through building up key knowledge and concepts, pupils recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. We learn the skills of explanation, prediction and analysis, hoping that the future scientists, doctors, nurses and Nobel Prize winners start here.
At Langdale, we recognise the importance of Science in every aspect of daily life. As one of the core subjects taught in Primary
School, we give the teaching and learning of Science the prominence it requires.
The Scientific area of learning is concerned with increasing pupils’ knowledge and understanding of our world, and with developing skills associated with Science as a process of enquiry. It will develop the natural curiosity of the child, encourage respect for living organisms and the physical environment and provide opportunities for critical evaluation of evidence.
At Langdale, in conjunction with the aims of the National Curriculum, our Science teaching offers opportunities for children to:
- Develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics;
- Develop understanding of the nature, processes and methods of Science through different types of Science enquiries that help them to answer scientific questions about the world around them;
- Be equipped with the scientific knowledge required to understand the uses and implications of Science, today and for the future.
- Develop the essential scientific enquiry skills to deepen their scientific knowledge.
- Use a range of methods to communicate their scientific information and present it in a systematic, scientific manner, including I.C.T., diagrams, graphs and charts.
- Develop a respect for the materials and equipment they handle with regard to their own, and other children’s safety.
- Develop an enthusiasm and enjoyment of scientific learning and discovery.
The National Curriculum will provide a structure and skill development for the Science curriculum being taught throughout the school, which is now linked, where possible, to the theme topics to provide a creative scheme of work, which reflects a balanced programme of study. At Langdale we follow the Kent Scheme of work.
Children have weekly 1-hour lessons in Science, using various programmes of study and resources. In Early years, Science is taught through the children learning about the world around them in their learning through play. Additional opportunities are provided in Science, such as the British Science Week for children, Science fairs in school and educational visits linked to the Science curriculum.
We endeavour to ensure that the Science curriculum we provide will give children the confidence and motivation to continue to further develop their skills into the next stage of their education and life experiences.
Teachers create a positive attitude to Science learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in Science. Our whole school approach to the teaching and learning of Science involves the following;
- Science will be taught in planned and arranged topic blocks by the class teacher. This is a strategy to enable the achievement of a greater depth of knowledge.
- Through our planning, we involve problem solving opportunities that allow children to find out for themselves. Children are encouraged to ask their own questions and be given opportunities to use their scientific skills and research to discover the answers. This curiosity is celebrated within the classroom. Planning involves teachers creating engaging lessons, often involving high-quality resources to aid understanding of conceptual knowledge. Teachers use precise questioning in class to test conceptual knowledge and skills and assess children regularly to identify those children with gaps in learning, so that all children keep up.
- We build upon the learning and skill development of the previous years. As the children’s knowledge and understanding increases and they become more proficient in selecting, using scientific equipment, collating and interpreting results, they become increasingly confident in their growing ability to come to conclusions based on real evidence.
- Working Scientifically skills are embedded into lessons to ensure these skills are being developed throughout the children’s school career and new vocabulary and challenging concepts are introduced through direct teaching. This is developed through the years, in-keeping with the topics.
- Teachers demonstrate how to use scientific equipment, and the various Working Scientifically skills in order to embed scientific understanding. Teachers find opportunities to develop children’s understanding of their surroundings by accessing outdoor learning and workshops with experts.
Our successful approach at Langdale results in a fun, engaging, high-quality Science education that provides children with the foundations for understanding the world. Our engagement with the unique local environment ensures that children learn through varied and first hand experiences of the world around them. So much of Science lends itself to outdoor learning and so we provide children with opportunities to experience this. Through various workshops, trips and interactions with experts and local charities, children
have the understanding that Science has changed our lives and that it is vital to the world’s future prosperity.
Impact is measured through daily formative assessment that informs weekly planning and summative termly Science assessments which test how children have independently applied the Science skills taught. Teachers monitor progress towards National curriculum objectives. Throughout the term, the Senior Leadership Team carry out learning walks, observations, book looks and pupil progress meetings to monitor the quality of teaching and learning across the school. The outcome of these reviews is reflected in actions set out in teachers’ appraisals, the Science Action Plan and as whole school targets shared with staff. Pupil voice is used to further develop the Science curriculum through questioning of pupil’s views and attitudes towards the subject. This motivates the children supports their enjoyment of Science. Children learn the possibilities for careers in Science as a result of our community links and connection with national agencies such as the STEM association.
Ideas for Science at Home
Do make sure an adult is present at all times.
It’s super easy to make and the texture is so neat! I love that it’s just 3 simple ingredients:
- Shaving Cream
- White School Glue
- Food Colouring
Mix equal amounts of shaving cream and white glue until you have the texture you want. Then add a few drops of food colouring. The foam dries a lot darker.
Allow children time to experiment with the textures of different paints. Can they make the perfect paint? What do they predict will happen if you add more shaving foam or glue? What do they think will happen when you add food colouring?
What do you need:
- A plate or bowl
- Washing-up liquid
- Half a glass of milk
- Food colouring
Step 1 – Pour the milk into a bowl/plate until the surface is well covered.
Step 2 – Add several drops of food colouring to your milk.
Step 3 – Cover the end of your washing up liquid (pen or pencil if you do not want to use your finger).
Step 4 – Dip your finger into the middle of the milk and watch the colours fly everywhere.
Experiment with different milk – does the type of milk make a difference
What’s going on?
This one is all to do with something called surface tension – the force between the molecules on the surface of the milk.
Adding the washing-up liquid reduces the surface tension of the milk. The rest of the milk still has the same surface tension as it did before and so pulls the milk outwards taking the food colouring with it.
What do I need?
- Food colouring
- Cornflour (“normal” flour won’t do the trick)
- Two cups
- Kitchen roll to clean up!
How do I do it?
Step1: Add a few drops of food colouring to half a cup of water (real slime is always green!)
Step 2: Fill another cup one quarter of the way with cornflour.
Step 3: SLOWLY! Add a few drops of the water at a time to the cornflour and mix it alll together with your hand.
Step 4: Keep adding a few drops at a time, then stirring the slime until you get a slimy mess! If you add too much water you’ll get something too watery. If that happens add some more cornflour
Step 5: Enjoy your slime!
What’s going on?
The beautiful slime is known as a “Non-Newtonian fluid”. That just means it’s not really a liquid or a solid (it’s kind of both and kind of neither).
More fun please! Experiment like a real scientist..
Experiment with your slime. Try prodding it with your finger quickly and it will feel hard like a solid or if you pour it across your hands slowly it will feel like a liquid
Try making different coloured slimes
Try and make the “perfect slime” with different amounts of water
Make Your Own Fake Snot
What you’ll need:
- Hot water (Adult supervision – be careful with this)
- A cup
- Corn syrup
- A teaspoon
- A fork
Step 1: Fill half a cup with warm water.
Step 2: Add three teaspoons of gelatin to the water.
Step 3: Let it soften before stirring with a fork.
Step 4: Add a quarter of a cup of corn syrup.
Step 5: Stir the mixture again with your fork and look at the long strands of gunk that have formed.
Step 6: As the mixture cools slowly add more water, small amounts at a time.
What’s happening? Mucus is made mostly of sugars and protein. Although different than the ones found in the real thing, this is exactly what you used to make your fake snot. The long, fine strings you could see inside your fake snot when you moved it around are protein strands. These protein strands make snot sticky and capable of stretching.
Experiment Who can make the best snot? Why is it the best?
You will need:
- Borax (found in laundry section)
- Warm water
- Corn starch
- Glue (clear glue makes a see transparent ball and white glue makes an opaque ball)
- Two small mixing cups
- A stirring stick (plastic spoon)
- Food colouring (optional)
Step 1: Label one cup ‘Borax Solution’ and the other cup ‘Ball Mixture’.
Step 2: Pour 4 ounces (120ml) of warm water into the cup labeled ‘Borax Solution’ and 1 teaspoon of the borax powder into the cup. Stir the mixture to dissolve the borax.
Step 3: Pour 1 tablespoon of glue into the cup labeled ‘Ball Mixture’. Add 3-4 drops of food colouring, if desired.
Step 4: Add 1/2 teaspoon of the borax solution you just made and 1 tablespoon of cornstarch to the glue. Do not stir.
Step 5: Allow the ingredients to interact on their own for 10-15 seconds and then stir them together to fully mix.
Step 6: Once the mixture becomes impossible to stir, take it out of the cup and start moulding the ball with your hands. The ball will start out sticky and messy, but will solidify as you knead it. Once the ball is less sticky, continue rolling between your hands until it is smooth and round!
How does it work?
This activity demonstrates an interesting chemical reaction, primarily between the borax and the glue. The borax acts as a “cross-linker” to the polymer molecules in the glue – basically it creates chains of molecules that stay together when you pick them up. The corn starch helps to bind the molecules together so that they hold their shape better.
Make it an experiment
Who can make the ball with the highest bounce? Adjusting the amount of borax, glue, and corn starch to get the highest bounce.
What is the best surface to bounce the ball on?
Are smaller or larger balls bouncier?
What you need:
- Washing up liquid,
- White vinegar,
- Baking soda
Step 1: Fill the cup over half full with water, add 3 teaspoons of baking soda and give it a good stir until it is mostly dissolved.
Step 2: Add a good squirt of washing up liquid and stir.
Step 3: Make sure your volcano is somewhere it can get messy.
Step 4: Quickly pour in a quarter of a cup of vinegar and enjoy your volcano eruption.
A chemical reaction has been created! Mixing the acid (vinegar) and the alkali (bicarbonate of soda) releases carbon dioxide (gas) . The washing up liquid traps the carbon dioxide bubbles which creates the lava.
Try different amounts to create the perfect eruption.