Table Of ContentScience 5–11
A guide for teachers
Second Edition
Edited by
Alan Howe Dan Davies
, ,
Kendra McMahon Lee Towler
, ,
Chris Collier Tonie Scott
and
SCIENCE 5–11
This new edition of the best-selling textbook Science 5–11 provides a synthesis of ideas about
teaching and learning that focuses on answering the question ‘How best should I teach science?’
Offering a practical and innovative guide which is ideal for students,trainee and practising teach-
ers,the book provides full information on the appropriate science topics for key stage one and two,
outlining the subject knowledge that a teacher needs,the curriculum requirements and the best
ways to go about teaching,with an emphasis on practical science enquiry.
Fully updated to include:
■ The possibilities for talk and discussion within science lessons
■ How children might record their ideas and findings
■ How ICT can be incorporated into lessons
■ How science can be linked to other subjects in a creative and cross-curricular way
■ Citizenship and education for sustainable development.
The authors draw on their expertise to identify approaches to teaching that are best used in
different areas of science,and help readers understand key teaching issues by considering them in
relation to specific contexts.With advice on lesson planning and a user-friendly structure,this book
forms essential reading for all students and practising teachers in primary education.
Alan Howehas 15 years’experience of working with trainee teachers in primary science and is
Co-Programme Leader for undergraduate Education Studies at Bath Spa University.
Dan Daviesis Head of Applied Research and Consultancy at Bath Spa University and founder of
the Centre for Research in Early Scientific Learning.
Kendra McMahonis Senior Lecturer in Primary Science at Bath Spa University and currently
researching teaching science in the later primary years.
Lee Towler has recently retired from her post as Senior Lecturer in Primary Education at Bath
Spa University.
Christopher Collieris Senior Lecturer in Primary Science at Bath Spa University and leads the
BSU course for Primary Science Subject Leaders.
Tonie Scottis currently Headteacher at Bishop Henderson Primary School,Somerset.
Science 5–11
A Guide for Teachers
Second Edition
Alan Howe, Dan Davies, Kendra McMahon,
Lee Towler, Christopher Collier and Tonie Scott
First edition published 2005 by David Fulton Publishers
This edition published 2009
by Routledge
2 Park Square,Milton Park,Abingdon,Oxon OX144RN
Simultaneously published in the USA and Canada
by Routledge
711 Third Avenue,New York,NY 10017 (*8th Floor)
Routledge is an imprint of the Taylor & Francis Group,an informa business
© 2009 Alan Howe,Dan Davies,Kendra McMahon,Lee Towler,Christopher Collier and Tonie Scott
Typeset in Bembo and Helvetica by RefineCatch Ltd,Bungay,Suffolk
All rights reserved.No part of this book may be reprinted or reproduced or utilised in any form
or by any electronic,mechanical,or other means,now known or hereafter invented,including
photocopying and recording,or in any information storage or retrieval system,without permission
in writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Science 5–11 :a guide for teachers / Alan Howe...[et al.].—2nd ed.
p.cm.
Includes bibliographical references.
1. Science—Study and teaching (Elementary)—Great Britain. 2. Science—Experiments.
I.Howe,Alan (Alan Robin)
LB1585.5.G7S342009
372.3′50941—dc22 2008043454
ISBN 10:0-415-48046-9 (hbk)
ISBN 10:0-415-48045-0 (pbk)
ISBN 13:978-0-415-48046-8 (hbk)
ISBN 13:978-0-415-48045-1 (pbk)
Dedication
This book is dedicated to all the past members of the Bath Spa University primary education
science team.
Contents
Acknowledgements viii
Introduction ix
1 Science,learning and teaching 1
2 Materials and their properties 25
3 Changing materials 43
4 Sound 60
5 Light 74
6 Forces 93
7 Electricity 111
8 The Earth and beyond 131
9 Humans and other animals 151
10 The green kingdom:plants 179
11 Living things in their environment 200
12 The science subject leader 220
References 232
Index 237
vii
Acknowledgements
The authors would like to thank:
...the schools,teachers and children involved in the Improving Science Together Project funded
by the AstraZeneca Science Teaching Trust;the staff and children at Batheaston Primary School,
Bath; Bishop Henderson Primary School, Somerset; Bromley Heath Junior School, South
Gloucestershire; Newbridge Junior School, Bath; Moorlands Infants’ School, Bath; St Philip’s
Primary School,Bath and Chandag Infants’School,Keynsham.
viii
Introduction
TEACHINGISone of the most rewarding professions imaginable.People become teachers for many
reasons,but often it is because they believe they can inspire children to find learning fascinating.
There are so many things to learn and so many ways to know;we think science offers teachers
andlearners a great deal in both respects.By being scientific we can satisfy our curiosity,ask new
questions and make informed decisions in our lives.Science can focus our attention,stimulate
our thinking and help us appreciate the wonders of the natural world.Through teaching science
we can help children see new sights,think new thoughts and understand a little better why the
world (and beyond) can be an enthralling place.
This book is organised somewhat differently from others on primary science currently available.
In recent years there has been a renewed emphasis on teachers’own subject content knowledge,
and many books aim to help teachers ensure their understanding is secure.Other books look at
pedagogical knowledge (Shulman 1987) in detail and offer good advice regarding the many facets
of teaching science:planning,assessment,progression and so on.However,for primary teachers in
England and many other countries,daily classroom experience is of a science curriculum broken
down into traditional disciplines (Sc2,3 and 4 corresponding approximately to biology,chemistry
and physics,respectively) and further subdivided into ‘topics’– plants,forces,etc.Although this is
a culturally imposed structure,as a team of teacher educators we have realised that each science
topic offers teachers particular opportunities and particular challenges.In a sense,they all have their
own pedagogies.For example,the teaching of ‘forces’needs to be approached quite differently to
‘humans and other animals’,which requires a different pedagogy to teaching ‘Earth and beyond’.
Because these divisions sometimes do not equate to how children understand the world, we
needto identify places where strong and productive links can be made between children’s experi-
ences and the science curriculum.We have,therefore,within each chapter,sought to provide the
reader with a synthesis of content and pedagogy that is focused on answering the question ‘How
should I best teach this area of science?’
And how would a primary teacher know they were a ‘good’science educator? We suggest the
following criteria – they inform subsequent chapters.Good science teachers:
■ have clear personal aims for science teaching
■ have an understanding of the nature of science
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