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r o f e r a p e r P e v i d p e e d r u yo e c n e i c S o t n i
GET CHILDREN TA THINKING LIKE SCLKING AND WITH THE NO. 1 U IENTISTS K SCIENCE PROGRA PRIMARY MME
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WHAT SNAP SCIENCE? WHATIS IS
With a wide range of interactive and visual digital resources, a flexible Teaching Framework, and built-in formative ”Supports teache rs who are not sc ience specialists, as wel assessment, Snap Science will l as stretching th os e who are very comfort able with their kn support you in delivering dynamic owledge.” Kulvinder Kaur Jo hal, Assistant He ad Teacher and and exciting science lessons Fellow of the Prim ar y Science Teac hing Trust throughout your school.
SNAP SCIENCE? CULTIVATE A SPIRIT OF ENQUIRY in your pupils with practical exploration and investigation activities to inspire the whole class
MAKE CHALLENGING CONCEPTS MEANINGFUL FOR PUPILS with carefully pitched activities and supporting videos and animations
ACCESS CLEAR PROGRESSION within the ‘big ideas in science’ which are clearly visible within each topic and each module
UTILISE SIMPLE SCIENCE SOLUTIONS which support you in delivering engaging lessons and extend your subject knowledge
REVIEW, TRACK AND RECORD EVERY CHILD’S PROGRESS – with complete coverage of all concepts and skills for the Teacher Assessment Framework, providing a comprehensive assessment solution
HELP EVERY CHILD ACHIEVE with three levels of differentiated challenge in every lesson
MEET THE EXPERTS
SERIES EDITOR: JANE TURNER
ool teacher, science outreach leader Jane Turner has been a primary sch , and curriculum developer. Jane manager, LA consultant, CPD leader y ector of the Primary Science Qualit co-founded and is currently the Dir r viso rking as Science Curriculum Ad Mark award scheme as well as wo ency. to the DfE Standards and Testing Ag s, Chris Banbur y, Nicola Beverley, Jane’s team of Snap Science author e ony Turford, Hellen Ward, Christin Naomi Hiscock, Liz Lawrence, Bry o wh rs che all highly experienced tea Moorcroft and James de Winter are s and in Initial Teacher Education. now work as consultants, LA adviser
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HOW IS SNAP SCIENCE STRUCTURED? WHAT DO SCHOOLS THINK
OF SNAP SCIENCE? YEAR GROUP/ COMPONENT
TEACHING AND ASSESSMENT TOOLKIT* Delivered online via Collins Connect Platform
TEACHING FRAMEWORK Black and white, spiral bound, A4
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AWHAT CURRICULUM IS WITH INTENT
”I’m really thrille d for what it has done right the way across th e school.”
Snap Science is shaped by an informed understanding of the purpose Alison Richards, Head Teacher, Hertingfo and value of primary science, aiming for every child to engage with a rdbury Cowper Primar y coherent progression of the scientific skills and concepts specified in School the National Curriculum. The full programme is designed as a series of year frameworks made up of several modules to ensure full coverage, and each module begins with a clear statement of the knowledge and skills children will have developed by the end.
SNAP SCIENCE?
EASY TO IMPLEMENT With clear planning at the heart of the resource, Snap Science is simple to implement across your whole school. Flexible lesson plans allow you to deliver content effectively tailored to the needs of your class and the supporting digital assets mean you have everything you need for an outstanding science lesson at your fingertips. Each lesson is packed with enquiry-based, hands-on activities incorporating a range of resources to ensure every lesson is rich, lively and engaging.
Prompt questions are included throughout to develop and assess children’s understanding
Every lesson begins with a question, providing a focus for children to explore and consider
Encourage the use of correct science language with key vocabulary lists
SEASONS? LESSON 6: WHY DO WE HAVE
have when t season would we amount of light? Wha the globe get the same Ask: Do all parts of towards the Sun? tilted e tilts is e spher spher hemi the southern the northern hemi torch ‘Sun’. Stop when orbit the lantern or . Move the globe to ern it to shine on the globe using a torch, turn it be now in the north If will n Sun. the seaso t rds towa rds the Sun? Wha e is now tilted towa Ask: Which hemispher n of our seasons. des a visual explanatio hemisphere? provi which 1), ation on the chart ns animation (Anim ns that you recorded Show the class Seaso vations about the seaso their challenge is to use what they some of their obser Remind children of challenges . Explain to them that een the seasons. The at the start of the lesson in differences betw (Resource sheet 1) expla in. and expla ibe ’s tilt to descr red to describe and know about the Earth ns children are requi the number of seaso by g winter ted durin entia Sun differ the are of the Earth and to show the position ren make a poster Challenge 1: Child d, draw a poster-size to in the UK and tilt) the ing them to name rotation (remember model the Earth’s winter in the UK. Ask . the Earth to show Ask the children to say how they know ing with the Sun and same time and to the at r labelled scientific draw winte rctica have Anta that would Australia, Ghana and three other countries ibe the seasons that ns sheet (Resource en to attempt to descr of the blank Seaso Encourage the childr use a different copy same time. They can would have at the try. during sheet 1) for each coun Earth and the Sun the position of the make a poster to show Challenge 2: Children d, r in the UK draw a poster-size summer and winte ing the tilt) and to mber (reme Earth’s orbit; ion rotat ent positions in the model the Earth’s Earth in two differ and Ask the children to the terms ‘summer’ with the Sun and the use ing to draw en c tifi childr labelled scien UK. Ask the one for winter in the Sun’. one for summer and Antarctica , ‘Earth’s tilt’ and ‘the Australia, Ghana and ‘winter’, ‘Earth’s orbit’ say ibe the seasons that winter. Ask them to en to attempt to descr when the UK has en copies Encourage the childr summer and then why. Give the childr and when the UK has – rstly tries fi , coun have d woul in each of the three ns in the countries. same seaso the is the n d recor seaso whether the so that they can (Resource sheet 1) of the Seasons table ent countries. four can focus on differ the Sun during all Different children ion of the Earth and r to show the posit poste a make ren Challenge 3: Child ns in the UK d, draw a poster-size seaso ing the tilt) and to mber that (reme ions ion posit rotat model the Earth’s in the four different Sun and the Earth Ask the children to UK. Explain to the ing that includes the n and winter in the labelled scientific draw spring, summer, autum terms ‘Earth’s orbit’, ‘Earth’s tilt’, its orbit when it is the the Earth will be in s of the seasons and investigate (using to name and the UK use ld the in shou season children that they them to choose a the entire northern and ‘equinox’. Ask d be the same for ‘the Sun’, ‘solstice’ ) whether this woul to check their ideas s. secondary sources to record their finding ern hemisphere south the in ry count hemisphere. Ask them a ibe the season ries in the southern children could also descr same for other count If there is time, the g the group. find out if this is the could be shared amon UK has winter, and their ideas). These tasks would have when the dary sources to check hemisphere (using secon
MODULE 8
THE EARTH AND BEYOND E SEASONS? LESSON 6: WHY DO WE HAV Key vocabulary:
ox, autumn, axis, equin rn, hemisphere, northe North Pole, orbit, e, rotation, solstic southern, South Pole, e, spring, summer, sunris , tilt, sunset, temperature winter
Resources: Battery powered lanterns that shine in all directions (or torches), a globe, poster putty, materials for making a poster, piece of dowelling, small ball of modelling clay, for secondary sources research
Health and safety:
to Ask children never Sun look directly at the because it is bright enough to harm our eyes, not to shine a torch at anyone’s face and not to look at a torch bulb when switched on.
Key information:
The Earth is tilted at This an angle of 23.5°. is the reason we have seasons in the UK. s Earth’ The tilt angles northern hemisphere towards the Sun in away the summer and from it in winter, with midway points in spring and autumn.
ges and changes causes seasonal chan Earth’s tilt on its axis ous lessons in this en explore how the about time in previ In this lesson childr they have learned causes seasons, tilt what ’s on Earth build the They in that in daylight hours. en are able to expla ern hemisphere and of the lesson childr those in the south module. By the end sphere differ from the northern hemi and how seasons in al regions. tropic in those from
LESSON SUMMARY:
: National curriculum linksthe Earth, and other ment of Describe the move system the Sun in the solar planets, relative to
Learning intention: To explain how the changes
Earth’s tilt leads to
Scientific enquiry type: Observing change
seasonal
over time (modelled)
: Working scientifically links of increasing
results Recording data and labels, tific diagrams and complexity using scien s, and tables, scatter graph classification keys, s bar and line graph
Success criteria:
d the the Earth orbits aroun • I can describe how g on its axis. Sun while it is turnin of the Earth’s axis tilt the how in • I can expla causes seasons. in res or models to expla • I can use my pictu exactly the same in why a season is not same hemisphere. the of parts ent differ
the seasons we en to think about sheet 1) and ask childr ges sheet (Resource Display Seasonal chan ct weather do you expe of UK. kinds t the in Wha n? have season to it like in each seaso res change from one seasons? What is How do temperatu Ask: What are the getting Autumn? Winter? say “the days are you heard people in spring? Summer? Have ge? chan ing else ? another? Does anyth What do they mean s are drawing in”? longer” or “the night in the table. write their responses and with children and ge. Invite feedback Open a discussion s the seasons chan make what t abou notice about the with a partner and ask what they Ask children to talk children the globe to refer to later. Show ideas their d recor for models? on the stand. tilted or is this just position of the Earth Earth tilted? Is it really ago and made it s always show the Earth billions of years Ask: Why do globe t bumped into the think another plane tists scien that in Expla lockwise. Point antic is it e rotat y slowl tilt. gh e the North Pole and of dowelling throu a globe from abov poles. Push a piece (an Let children look at rotate around their of the Earth’s axis and other planets lling shows the line dowe the out that the Earth that point out that in but ), lling clay and expla between the two poles Earth the a small ball of mode of e ng through the centr imaginary line runni . to the South Pole runs through the Earth Earth is called. Point there nothing really to mark the UK what this part of the the globe and ask spheres. Ask a child Point to the top of and southern hemi them the northern and the equator. Show tack. with a piece of sticky e is the UK in? Ask: Which hemispher
EXPLORE:
REFLECT AND REVIEW:
Return to their and drawings to help. using their models Resource sheet completed table on nt their findings orally lesson (including the Ask children to prese es – and if so, how? chang from the start of the ns nal seaso seaso the any t in ideas abou to the have helped to expla them ons add tigati to inves and the star cards 1) and ask if their d like answered on ered? questions they woul Ask them to write that can now be answ there any questions question board. Are re : length and temperatu EVIDENCE OF LEARNINGdiffer UK in terms of day axis tilts? ent seasons in the ns that the Earth’s
ibe the presentatio Can children descr ings, modelling and show in their draw s the seasons? changes? Do they tilt of the axis cause countries don’t have l to explain how the find out why some to Can they use a mode en childr nge blic of Congo. to this lesson, challe Indonesia and Repu sion or, exten Ecuad ble tan, As a possi UK: for example, Pakis the as ns seaso 147 the same four
rn or torch to the Earth and a lante globe to represent the Earth, then that we can use a a globe represents Explain to children l is not to scale – if Explain that the mode the room. represent the Sun. should be bigger than Sun the sent repre ht. whatever we use to sunlig sent to repre torch on the globe Shine a lantern or
ENQUIRE:
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146 51453_P134_152.indd
Each lesson links directly to the Programme of Study and the Working Scientifically criteria
23/05/2014 11:47
Each lesson contains three levels of differentiated challenge to ensure all children can access and master the lesson’s learning intention
147 51453_P134_152.indd
Try the full scheme for free for 14 day s a conn ec t.collin s.co.uk t
WHAT DO SCHOOLS THINK OF SNAP SCIENCE? The online solution for teaching science Access a wealth of Snap Science digital resources via our online teaching platform Collins Connect, including: • • • • • • •
tailored animations videos slideshows interactive activities resource sheets editable lesson plans online record-keeping
Simple and easy to use, it offers you the flexibility to tailor your teaching plan to suit the needs of your class and brings every lesson to life!
animations, videos ”The website is easy to use and the extended learning lessons and slideshows are excellent. The are creative and fun to teach.” scourt School Sonia Wenberg Moller, Teacher, King
THE IMPACT IS CLEAR Children make good progress, building and consolidating their knowledge and skills, develop positive attitudes about science and its value to their lives and globally, and teachers and children enjoy their science lessons.
www.collins.co.uk/SnapScience
EFFECTIVE WHAT ISASSESSMENT
Developed with in-depth formative and summative assessment at its core, Snap Science offers simple, yet robust tools for judging and recording whether a child is working at, towards or exceeding the expected standard.
SNAP SCIENCE?
Ongoing formative assessment opportunities are built into every lesson plan, along with guidance to enable teachers to use what a child has said, written, made or drawn in a lesson to confidently assess their learning.
on activity “It very much focuses t of the based lessons, so a lo is through formative assessment ntastic questioning which is fa get more because you definitely whether of an understanding on children understand.” Teacher, Kate Atkinson, Year 4 er Primary School wp Co Hertingfordbury
For every concept and skill in the Teacher Assessment Framework, a Snapshot assessment task will help you to review a child’s learning and whether they are working at the expected standard.
Year 1 and 2 Pupil
Snap Scie nce assessment wor ks alon gsid e any prim ary scie nce pro gramme!
self-assessment
Pupil self-assessme
nt Year 1 and 2
ned about:
ks in science I lear
wee 1. In the last few
ntific 2. I asked this scie
question:
fully at:
utside I looked care
m/o 3. In the classroo
ntific 4. I used this scie
equipment to look
… with 5. I compared
:
closely/measure
…
ps
grou 6. I sorted … into
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© HarperCollinsP
ublishers Limited
2018
Snapshot assessments are short, fun activities that a teacher or other adult can use with a child or small group of children to check understanding of Science concept statements: Each Snapshot has four elements: 1. The activity resources (images, cards, etc. that adults will need to prepare) 2. Instruction for the adult leading the activity
Snap Science Assessment is available as a digital download, for more information visit collins.co.uk/SnapScience
3. Questions for adults to use to check and probe understanding 4. Guidance for adults to assess that a child has achieved the concept statement
ke r you Within the Progre ss Trac mod ule can view cla ss re sult s by rm an d see these in ch ar t fo
RECORD-KEEPING FOR THINK WHAT DO SCHOOLS SNAP SCIENCE OF SNAP SCIENCE?
The Snap Science Record-Keeping tool is an adaptable and reliable tracking and reporting system containing all the data you need to make your final teacher assessment judgments at the end of a Key Stage. Select a traffic light for each child for each curriculum statement: green = mastery achieved and exceeded amber = mastery achieved red = mastery not yet achieved At any time you can easily view and export the data by pupil, by module or by curriculum statement in grid or pie chart form – ideal to take to parents’ evening or to show to Ofsted.
Easily drag-and-drop pupils into the rele vant mastery section and add comments to those not achieving and those exceeding
SNAP SCIENCE FOUNDATION
TEACHING FRAM EWORK FOUNDATION
Snap Science Foundation provides a solid grounding into the introductory principles of science and prepares children through first-hand experience of the world around them. Snap Science Foundation contains 24 flexible activity plans. Each activity plan is accompanied by a slideshow of a short fictional story based on meaningful scientific context that leads to a problem or question for pupils to answer. Downloadable resource sheets and photo banks are also available for each plan, saving you time and effort.
AUTHOR: BRYO SERIES EDITO NY TURFORD JANE TURNER EARLY YEARS R:CONS ULTANTS: MICHELLE BENTON AND
SHERRY KAHLER
Assessment for learning is embedded throughout the Foundation year, building on the core strength of Snap Science.
www.collins.co.uk/SnapScience
How do I arrange a free Snap Science trial/place an order? Contact your rep at findarep.collins.co.uk Alternatively, you can contact our friendly customer services team: Email: education@harpercollins.co.uk Tel: 01484 668148 INTERNATIONAL SCHOOLS: Please email collins.international@harpercollins.co.uk Title
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978-0-00-812472-4
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Snap Science Assessment Years 1–6: Digital Download
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