2. Hazard
Persons
at Risk &
Nature of harm
Current Control Measures
Risk Rating
Severity x
Likelihood
Trip hazards. Students and
Staff
Inform students to keep walkways clear at all times by storing
bags under tables. Chairs to be replaced under the table when
not being used.
Low
Student electrical equipment
on desktops – reduces space
and potential for electric
shocks with spillages.
Students and
Staff
All student personal electrical equipment to be put away when
not required during practical activities. Mobile phones not to be
charged in rooms.
Personal Safety Hands to be washed after practical activities where appropriate.
No food to be consumed in the science teaching rooms.
Students to advise lecturers of any personal medical conditions
that may be exacerbated during specific practical sessions.
Students to take responsibility for informing others of potential
hazards that manifest from their practical investigations.
Low
End of session etiquette All equipment returned to the place of origin.
All rubbish to be disposed of and/or recycled where appropriate.
Tables and floors to be left clear.
All chairs to be replaced under tables on leaving the room.
Please take time to familiarise yourself with the following
health and safety measures applicable during all Primary
Science sessions.
3. Risk Assessment for Environmental
Practicals
Hazard
Persons
at Risk & Nature
of harm
Current Control Measures
Severity and
Likelihood
Environmental
Practicals
Infection transfer,
including Tetanus
and Weil’s.
Students and
Staff
Cover open skin if working in water.
Wash hands after handling.
Low
Allergic reactions Students and
Staff
Check for poisonous plants, sharp objects or
animal contamination pre-visit. Wash hands
after handling specimens. Check for allergies
to specific stinging insects (bees, wasps).
Low
Trips and falls Students and
Staff
Check dipping platforms for access and
stability.
Low
Weather
conditions
Students and
Staff
Ensure correct clothing and footwear. Low
4. Risk assessment for plants
PLANTS
Hazard
Persons at
risk and
nature of
harm
Current control measures Severity and
likelihood
Allergic
reactions.
Students
and Staff
Wash hands after handling.
Ensure student awareness of
safe handling techniques.
Low
Soil
contamination.
Students
and Staff
Cover cuts and grazes if
handling soils. Wash hands
after use. Ensure student
awareness of safe handling
techniques.
Low
5. Session Outline- Learning Outcomes
PART ONE
• To explore how pupils might investigate plants and their the life cycles in
the primary classroom
• To develop an understanding of the importance of observation and
classification when studying living things
PART TWO
• To gain an overview of types of habitats that can be studied in science
• To consider how children’s conceptual and procedural knowledge in
science can be promoted in environmental science
• To consider the practical issues involved in outdoor learning and plan a
task sheet for pupil use
6. What are the characteristics of living
things?
Talk about: Learning
• How did you learn about
these ideas?
• What level of understanding
would you expect the
children in your school to
have?
7. Investigating Plants
Why is a
plant a living
thing?
What do all
plants have
in common?
What are the
differences
between
different
members of the
plant kingdom?
How can we use
a dichotomous
key to identify
living things?
What are
the different
parts of a
plant?
What do they
do?
What’s
inside a
seed?
How does the
plant grow
and develop
from a seed?
What conditions
are needed for
seed
germination?
What does a
flower look like?
What are the
names of the
different parts
of the flower?
What
conditions
are needed
for plants to
grow?
We will try to answer some
of these questions in
different ways.
8. Task 1: Observing plants and seed
growth
• What conditions do you think seeds need to
germinate?
• Look at the cress seeds. Is there anything that
surprises you?.
9. Look at the photos of developing beans. Can you
place them in order of when they were sown?
A
B
C
D
E
F
G
What changes can you see as they develop?
10. Task 2: Using leaves and/or seeds to stimulate
curiosity, questioning and inquiry
1. What do you notice?
Observe a collection of leaves/seeds: (Look, feel, smell, listen)
2. Explore the possibilities: How many different ways can you sort them
into groups?
3. Compare at least 4 different seeds: List the similarities and differences
between them.
What makes a good question?
• Questions that promote touch, smell etc
• Questions that encourage measurement: e.g. longer than......,
smaller/larger than a hand
• Questions that encourage counting: e.g. number of parts to a leaf
11.
12. Leaf parts and typical classification systems
used to help identify plants
• Parts of a leaf:
http://www.cs.rochester.edu/users/fa
culty/nelson/wildflowers/glossaries/le
aves/index.html
16. Task 3: Devise a classification tree to classify a
collection of natural objects based on observable
features
- Encourage children to ask at least three questions to separate natural objects
- E.g. Are the leaves furry with pointed tips? Yes or no?
21. Task 5: Produce a mind map showing showing
ways in which pupils might investigate the life
cycle of plants in interesting ways?
This book could provide
a starting point
http://www.bing.com/videos/search?q=The+Tiny+Seed+by+Eri
c+Carle+Audio+Book&Form=VQFRVP#view=detail&mid=8DDAE
BF4DA3020C5BA1E8DDAEBF4DA3020C5BA1E
24. The value of outdoor learning in
science
‘ The FSC believes that the more we know about, and take
inspiration from, the world around us the more we can
appreciate its needs and protect its diversity and beauty for
future generations.’
‘There can be no argument that, when planned and delivered
properly, outdoor learning provides opportunities for children to
explore for themselves and make their own decisions, to learn
through fun activities, make in-depth observations, learn
through experience and gain the confidence to ask questions.’
Rose, H and Kempton A. (2014) ‘Outdoor Learning can help children flourish in science
and across the curriculum. THE FSC TAKES A LEAD’ in Primary Science, No 132,
March/April 2014, pp.12-15.
25. ‘This is the most amazing trip I have been on in all my
life! I wish more of school was like this.’
Primary Science 132 March/April 2014
26. The philosophy behind primary school
environmental science education is that:
• It begins with the concrete environment of each child
and how it is interwoven with the environment of others
• Young children learn about the world through the small
parts they encounter as the whole world is large and
complicated to comprehend
• If children learn to value, care for and identify with small
parts of the environment they will gradually acquire
responsible attitudes towards the Earth
Elstgeest and Harlen (1999)
27. What do I need to know to engage
children in outdoor learning?
• Know what counts as effective practice
• Impact of outdoor learning and environmental
work
• Factors influencing practice
• The potential of environments and settings
• Health and safety issues
• Ways of engaging children with SEN and physical
disabilities
• How I can make use of IT to enhance learning in
the field and back in class
28. Possible habitats for study:
• School grounds have a wealth of areas:
walls ponds
trees buildings
cut and uncut grass paths
gardens logs, stones
small areas to make a minifield of study
• Visits outside school provide an even
greater variety of:
beach, woods, graveyards, farm, river, hillside, garden
etc.
29. Studying plants and animals
• Shape?
• Form?
• Life cycle?
• Seed dispersal?
• Food webs and chains?
• Camouflage of creatures?
• Nature of the habitat?
• What else? What interests you?
30. Procedural knowledge: Some
techniques for collecting data
• Quadrats - hoops, skipping ropes, bent coat hangers!
• Transects - a cross section, mini safari
• Science trail - prepared in advance to focus on
‘stations’ to collect data, observe, compare
• Earth walks
• Sampling - for efficient collection of data from large
area, importance of randomness
• Pitfall traps, pooters, collecting from shrubs
• IT use e.g. noise and light intensity
• Live cameras on websites
31. Forms of scientific inquiry
• Observing over time
• Identifying and classifying
• Pattern seeking
• Exploring
• Investigating models
• Making things
• Researching (using secondary sources)
• Fair testing
32. Task 6– Produce a task sheet for pupils to
investigate the local environment
In small groups, explore the outdoor environment around the Johnson
building and consider how this could be investigated by children. Design
a task to be undertaken. What questions could children investigate?
What data could be recorded and how? What type of investigation are
you developing?
• What can be observed?
• What might be recorded and how will child identify things?
• What techniques can children use to gather data to answer the
questions?
• Should anything be collected?
• Resources you might need – including any data gathering sheets?
• Health and safety issues including care of animals and plants?
• Scientific attitudes, conceptual and procedural knowledge to be
developed
33. Health and Safety Issues
• Supervision
• Rules/values of school should be followed
• Protection of hands against cuts
• Animal cuts/scratches disinfected
• Wash hands before and after handling plant, animals, soil.
• Avoid looking at the sun
• Know about allergies
• Discourage tasting of fruits and seeds
• Teach children not to suck their fingers or touch eyes
34. Readings to support the session
Session Reading
Rose, H and Kempton A. (2014) ‘Outdoor Learning can help children flourish in science
and across the curriculum. THE FSC TAKES A LEAD’ in Primary Science, No 132,
March/April 2014, pp.12-15.
Others
ASE Outdoor Working Science Group (2011) A co-ordinated approach to high quality
teaching and learning in fieldwork for science education Outdoor Science Working
Group.
Field Studies Council and King’s College London.
Dillon, J. et al. (2006) ‘The value of outdoor learning: evidence from research in the UK
and elsewhere. School Science Review, March 2006, 87 No. 320, pp. 107-111.
Dillon, J. et al (2005) Engaging and Learning with the Outdoors – The Final Report of
the Outdoor Classroom in a Rural Context Action Research Project Final Report. NFER.
35. Useful Websites for Environmental
Science
http://www.bbc.co.uk/education/clips/zc6tj6f
Using IT to learn about environmental issues such as conservation, global warming
https://www.bbc.com/bitesize/clips/z7vs34j
Nature watch: Access to live cameras, photos and nesting diaries etc.
http://www.naturewatchlive.uk
Canterbury
http://www.econet.org.uk/reserve.html
www.natural-history-pictures.co.uk
Natopnal insect week 2018
http://www.nationalinsectweek.co.uk
http://issuu.com/res-instar-mag/docs/res_instar_magazine__1-16__issuu/1?e=25245388/36345286
Resources for environmental work:
http://www.eco-schools.org.uk/resources/teaching-resources/
