The Learning of Science: Materials and Their Properties - Literature review Example

The Learning of Science: Materials and Their Properties Under the national curriculum, materials and their properties topic fall under the broad category of non-living things. According to Farrow (2006), the Key Stage 1 should be underpinned by the teaching of scientific inquiry throughout the scientific topics. Key Stage 1 coverage of materials and their properties should facilitate children’s learning about materials within their immediate environment. On the other hand, class activities entailing investigations and experiments should be aimed at prompting children to generate questions from their ideas, being able to present results and subsequent deduction of appropriate conclusions from the class activities (Taylor & Mackenney, 2008).  Williams (2013) noted that, based on the national curriculum, the topic of materials and their properties should be covered in terms of sub-topics which may include, using and sorting materials, grouping and changing materials, characteristics of materials and magnazone. As a teacher, it is imperative that the learning process brings into focus the ideas of Jerome Bruner, who reiterated the crucial role of structure in the learning process (Linfield, 2014). According to Meggitt (2006) the learning process should provide an elaborate structure which aids the pupils in relating taught facts with the actual phenomena in their daily encounter. It is on the basis of the same approach that Daniels et al., (2012) added that the science lesson adapts an elaborate structure which first commences with class lessons which impart elementary knowledge of the materials and their characteristics before undertaking class activity to investigate and reinforce scientific facts. Naylor et al., (2004) also recommended the spiral curriculum which is characterized by a teaching mechanism which facilitates a repeated revisit to basic ideas in the course of teaching. According to Tilstone and Layton (2004) dividing the unit into subunits, the teacher will able to slowly build upon the foundations of the materials and their properties as the children’s knowledge becomes complex with each subunit. In addition, with the growing trend towards passiveness due to the advancement of technology, schools should increasingly offer learning motives to pupils. Motives for learning will be best provided through the class activity which serves to demonstrate the relevance and truthfulness of the subject topic being taught in the scientific lessons through experimental activities (Pound, 2005).  Scientific inquiry is majorly founded on practical work which further characterizes effective primary science teaching. According to Gillard (2013), primary practical works may include learning how to use key scientific instruments, exploration of materials and their uses in the immediate environment. However, Leicester and Taylor (2009) asserted that it was crucial that pupils understand the details of the practical and their purpose as opposed to just participating in class activities. Vis a vis, to enhance pupils appreciation of science, class lesson will be linked with other curricular such as technological application of material’s properties. While structuring lesson plans, lesson one will entail the assessment of the types of materials used in the class. This lesson will be aimed at enabling children to link materials with their inherent characteristics (Huggins-Cooper, 2007). The pupils will be expected to identify materials such as metal, glass, wood and plastics within the classroom. Apart from linking the objects, the pupils will further group the objects in the class on the basis of their inherent materials. Lesson two will investigate the properties of common materials. This lesson will familiarize the children with the various properties of materials such as wood, metal and plastics. The children will be expected to appreciate the diversity of properties of materials such as hardness, brittleness and transparency (Moore, 2014). Subsequently, lesson three will be based upon the Vygotsky’s social development theory which recommends the interactive role of students in the learning process (Wenham and Ovens, 2009). Lesson three will provide the children with an opportunity to investigate why some materials are used for particular purposes. Vis a vis, children will be expected to link previously learned properties of the materials and relate them to the daily application of the materials in our daily lives. Pound (2009) argued that pupils should be encouraged to develop their skills and strategies through interactions with their peers based on the concept of zone of proximal development. Therefore, lesson three will employ cooperative learning process where less competent pupils would be paired up with relatively high competent classmates to indicate why certain materials are used for specific tasks. Lesson four will involve children’s testing of the properties of the materials. Here children will be prepared to obtain evidence from conducting scientific experiments. Either in groups or independently, the pupils will plan and conduct the tests safely. Finally, lesson four will constitutes the primary lesson activity for year 1 which will entail grouping and classifying of common materials. The national curriculum principle focus of the key stage 1 aims to facilitates learning through experience and observance of phenomena, development of curiosity and inquisitiveness and the development of understanding of scientific ideas (Allen & Gordon, 2011). Nevertheless, these objectives can only be achieved through the comprehension and application of children development and learning process theories. The entire lesson on materials and their properties will be hinged on the components of the Jean Piaget’s cognitive theory (Larkins, 2012). According to Meade and Cubey (2008), the components of Piaget’s cognitive theory include schemas, the adaptation processes and the stages of development. It hence follows that effective learning of science should be underlined with the understanding of the schema, which is the foundation of intelligent behavior and the subsequent explanation of the stages of development. According to Pritchard (2013), the concept of schema underpins a child exponential increase of the mental maturation. As a result of this concept, the learning activity for key stage 1, relates scientific ideas to objects within a closer proximity to pupils’ immediate environment. Hence, the lesson should note that the children adapt to the world through assimilation and accommodation facts from the environment (Cremin & Arthur, 2014). On the other hand, Piaget’s stages of development demonstrate the expected capability of the child which in the case of key stage 1 should be at the stage of concrete operations. At this stage, the tutor should expect the pupil to be able to execute a mental operation and the ability to subsequently reverse his or her action (Tassoni, 2007). Based on this knowledge, the planned class activity will be based on pictures and names of objects upon which the children will deduce the properties of the materials from their past experience or knowledge (Essa, 2009).  Science Activity KEY ELEMENTS DETAILS 1. Key Stage / Year Group Group year 1 2. Subject/Area of Learning Science: Materials and their properties 3. Topic grouping and classifying common materials 4. Framework( e.g. EYFS, NC) National Curriculum 5. Duration 40 minutes 6. Learning Objectives(Mathematics or Science) from the session To understand different properties of materials To understand that materials have various properties that make them suitable for specific uses To appreciate the varying properties of materials under different conditions 7. Key Vocabulary Man-made, natural, float, sink, wood, metal, plastic and glass 8. Resources Required Paper Whiteboard/pen Materials (metal, plastic, glass, pottery, wood, fabric and rock) 9. Description of learning activities (these may be cross-curricular Introduction Share learning outcome with the children I showed different items made out of different materials like glass, wood, plastic and metal. I asked the children to name each item I had randomly selected from the box and what group of material it belonged to. I then explained to the children the concept of floating and sinking by demonstrating with an object which sunk and one which floated. I also demonstrated the concept of transparency and translucent and opaqueness to differentiate between the three. I further discussed with the class each material on the sheet that I had given. The class was further to indicate where each of the materials might be used. Main activity Children were given task sheet one and two. Task sheet one was the materials sheet which indicated a picture of each material, its source, and key properties. Sheet two had the list of the materials and five questions on the materials to be answered by ticking. Plenary Based on the questions in sheet two, the children were asked to tick against the questions with respect to the materials. 10. Key Questions Can you see through it? Can you change its shape? Is it solid? Will it float I water? Ant other comments? 11. Differentiation - SEN/EAL/G and T, Gifted and talented child 12. Success criteria The child can accurately indicate the property of the material against its name in the list. Identification of the correct uses of the material in the “ any comment “ section 13. Assessment Strategy Allowing the children to work in groups Asking the child more questions based on the topic. 14. Evaluation of the activity Majority of the class accurately identified the properties of the materials. 15. Benefits The children were able to appreciate varied uses of materials based on their properties 16. Strengths of the activity Children could easily relate to the objects in sheet 1 17. Weakness of the activity Determination of the actual properties of the objects was based on past experience, not from actual class experience hence some children were disadvantaged 18. Future activity Will involve a practical demonstration of the properties of the listed objects e.g. through floating woods. Sheet Two Material Can you see through it Can you change its shape Is it solid Will it float in water Any other comments Metal Plastic Glass Pottery Wood Fabric Rocks References 1. Allen, S., & Gordon, P. (2011). How Children Learn. 4, 4. London, Practical Pre-School Books. Http://Search.Ebscohost.Com/Login.Aspx?Direct=True&Scope=Site&Db=Nlebk&Db=N labk&An=467743. 2. Cremin, T. And Arthur, J. (2014). Learning To Teach In The Primary School. Hoboken: Taylor And Francis. 3. Daniels, H., Lauder, H., Porter, J. And Harshorn, S. (2012). Educational Theories, Cultures And Learning. London: Routledge. 4. Essa, E. (2009). Introduction To Early Childhood Education Annotated Students Edition. Belmont, Ca, Cengage Learning. 5. Farrow, S. (2006). The Really Useful Science Book: A Framework Of Knowledge For Primary Teachers. 3rd Ed. Routledge. 6. Gillard, L. (2013). Science Knowledge For Primary Teachers: Understanding The Science In The Qca Scheme. Routledge. 7. Huggins-Cooper, L. (2007). Ks1 Success Workbook. Sats. London, Letts Educational. 8. Larkins, P. (2012). 10 Science Lesson Plans For Ks1. Volume 1, Volume 1. [Luton], Andrews Uk. Http://Public.Eblib.Com/Choice/Publicfullrecord.Aspx?P=862945. 9. Leicester, M., & Taylor, D. (2009). Environmental Learning For Classroom And Assembly At Ks1 And Ks2: Stories About The Natural World. London, New York. 10. Linfield, R. (2014). Planning To Teach Science In The Primary Classroom. Luton, Andrews Uk. Http://Public.Eblib.Com/Choice/Publicfullrecord.Aspx?P=1637176. 11. Meade, A., & Cubey, P. (2008). Thinking Children: Learning About Schemas. Maidenhead, Open University Press. 12. Meggitt, C. (2006). Child Development: An Illustrated Guide. Oxford, Heinemann Educational. 13. Moore, A. (2014). Understanding The School Curriculum. Hoboken: Taylor And Francis. 14. Naylor, S., Goldsworth, A., & Keogh, B. (2004). Active Assessment: Thinking, Learning And Assessment In Science. London, David Fulton Publishers. 15. Pound, L. (2005). How Children Learn From Montessori To Vygotsky - Educational Theories And Approaches Made Easy. Leamington Spa, Step Forward Pub. 16. Pound, L. (2009). How Children Learn. V. 3, V. 3. Leamington Spa, Practical Pre-School Books : Step Forward Publishing. 17. Pritchard, A. (2013). Ways Of Learning. Hoboken: Taylor And Francis. 18. Tassoni, P. (2007). Child Care And Education: Cache Level 3. Oxford, Heinemann. 19. Taylor, G. R., & Mackenney, L. (2008). Improving Human Learning In The Classroom Theories And Teaching Practices. Lanham, Md, Rowman & Littlefield Education. Http://Public.Eblib.Com/Choice/Publicfullrecord.Aspx?P=483806. 20. Tilstone, C. And Layton, L. (2004). Child Development And Teaching Pupils With Special Educational Needs. London: Routledgefalmer. 21. Wenham, M. And Ovens, P. (2009). Understanding Primary Science. Sage. 22. Williams, J. C. (2013). Towards A Standards-Based Curriculum 2014 A Toolkit For The New Primar. London, Lulu.Com. Read More