Pri app sci_std_file_y5_s3

1 of 20 The National Strategies  Primary
Assessing Pupils’ Progress in primary science

APP primary science standards
file: Luke B (Year 5 secure
level 3)
Child profile
Luke enjoys practical work and, up to the limits of his ability, quantitative work. He often takes cues from
those around him when developing methods or reaching conclusions that require thoughtful analysis.

The evidence
1. Exploring boiling and evaporation
2. Investigating the effect of air flow on evaporation
3. Investigating the effect of location on the saltiness of water
4. How to get the air out of a test tube
5. Summer rain
a. Interpreting rainfall data
b. Representing the water cycle

QCDA 01063-2009PDF-EN-07 © Crown copyright 2009


1 Exploring boiling and evaporation
Assessment focuses
AF1, AF3, AF4

Context
The children had previously explored the properties of solids, liquids and gases, with some brief discussion
of change of state. The teacher used a transparent kettle and a portable stove with a frying pan to
demonstrate what happens when water is heated. Before the demonstrations, the hazards were discussed
and the children identified appropriate control measures to minimise the risk. Through discussion, the
reversible nature of the change of state was also considered.
The children then used the Daily News writing frame to explain what happens to water when a sample is
heated.



The evidence

© S. Naylor, B. Keogh, A. Goldsworthy 2004. Published by Millgate House Education Ltd, www.millgatehouse.co.uk. Used with kind permission.



Teacher’s notes
Luke was very vocal during the discussion of what was happening in the boiling and evaporation
demonstrations. It was Luke who first made reference to evaporation, without prompting. He understood
that the water changed state and did not cease to exist, but had some difficulty in verbalising this.
During the demonstrations, Luke showed that he understood that it was important to remain a safe distance
from the hot materials.

Next steps
 Investigating the factors that affect the rate of evaporation of water.
 Opportunities to strengthen Luke’s understanding of scientific terms, such as vapour and gas.

Assessment commentary
Luke represents real-world changes in a simple flow-chart model. He uses scientific language when
communicating his ideas and identifies hazards to himself and others. When prompted Luke suggests
some effective control measures and links cause and effect by commenting that the state of change was
due to heating.



2 Investigating the effect of air flow on evaporation
Assessment focuses
AF3, AF4, AF5

Context
Templates for a set of three investigations on evaporation were provided. The independent variables for
these investigations were temperature, surface area and air flow. The children were allowed to choose one
of these, and the class compared the results afterwards.
Luke’s group decided to investigate the effect of air flow. The teacher suggested some locations that may
have different air flows, and the group made their plans and gathered data.



The evidence



Teacher’s notes
After watching other children, Luke’s group changed their minds about how they would carry out the
investigation. It is because of this original plan that he writes about measuring the volume of water to be
squeezed out of the paper towels (the dependent variable). During discussion, Luke’s group said that the
paper towel with the faster airflow dried much quicker.



Next steps
 Discussion of the difficulty in controlling certain variables, with the idea that changing the
location potentially changes more than just the air flow.
 Consideration of improvements to working methods to provide quantitative measurement of
air flow, such as using a fan on different settings.

Luke did not produce a table but he shows that he can present data using a simple bar chart. He makes
reliable and relevant observations. He identifies straightforward patterns, and gives a simple description of
what happened, with a brief spoken group conclusion.



3 Investigating the effect of location on the saltiness of
water
Assessment focuses
AF1, AF3, AF4, AF5

Context
The class had learned about evaporation as a way of purifying water.
They collected samples of water from the sea and from three locations on the river, including tidal and non-
tidal locations. They returned to the classroom and, in groups, chose equipment to evaporate the water.
They later examined their samples and Luke’s group took photographs.

The evidence



Teacher’s notes
While the class collected their samples of water they were asked to predict which water might contain the
greatest amount of salt and why. Luke could give a reason for his prediction.

Next steps
 Emphasis on clarity of data presentation, since Luke’s table here is not clearly labelled.
 Research on the large-scale evaporation of saline to produce either salt or pure water
supplies.

Luke records his data in a simple table. He links cause and effect to demonstrate the reasoning behind his
prediction.



4 How to get the air out of a test tube
Assessment focuses
AF1, AF4, AF5

Context
Having looked at ideas about solids, liquids and gases, one group of children was set the challenge of
getting the air out of a test tube. Working individually they each began with their own ideas, but also learned
through collaboration.

The evidence



Teacher’s notes
Luke began with ideas of forcing the air out by blowing, but quickly realised that this would not work and
thought of displacing the air with wooden cubes. By watching another child he learned that water could
displace all of the air.

Next steps
 Introduction to simple particle ideas to help explain some of the simple properties of solids,
liquids and gases.

Luke can respond to ideas provided, to solve a problem. He can select materials and make appropriate
observations. He amends his procedure in the light of learning and describes what he has found out, with
explanation.



5 Summer rain
Assessment focuses
AF1, AF2, AF3, AF4

Context
The children had explored the importance of air movements and changes of state to the work of weather
forecasters, and had discussed the difference between forecasting for a few days ahead and looking for
patterns of long-term climate change.
The whole class discussed the data provided by an upd8 resource, ‘What makes summer more rainy?’
(www.primaryupd8.org.uk) and the environmental impact that high rainfall may have, particularly in the
summer.
The children used the data from the resource to make bar charts and to write their own conclusions.
They then looked at the water cycle shown on the resource, searched for similar images on the internet,
and produced their own versions.



The evidence



Teacher’s notes
Luke did not understand the statement that ‘colder air can’t hold water, so it falls out as rain’. He was
confident that the warmer weather affected evaporation although he needed to be prompted by another
child to remember previous investigations when they had discussed the statement that ‘wind makes water
evaporate quicker’.




Teacher’s notes
Luke used more than one source to produce the diagram, and showed he has a clear understanding of the
water cycle during discussions.
Luke also talked about how data is useful in predicting weather patterns and asked some interesting
questions about the research behind the daily weather forecasts.

Next steps
 Opportunity to work with more primary data from his own investigations and from secondary
sources such as upd8, in order to provide interpretations of the meaning of patterns in data.

Luke identifies straightforward patterns from the data displayed on the bar chart that he constructs from the
table data. Although Luke has not understood all the implications of the data given, he is beginning to see a
link between science and how it can help us. In his representation of the water cycle, he identifies
processes of change and uses a cyclic model. He understands and uses scientific vocabulary appropriate
to his explanations of the water cycle and weather patterns.



Assessment summary
AF1 Thinking scientifically
Luke uses pictorial representations, which are simple models, to help him to understand physical
processes. He identifies changes, and, in discussion, uses given scientific ideas to consider problems.
AF2 Understanding the applications and implications of science
Luke is able to identify some aspects of people’s lives and the work they do which are based on scientific
ideas. More evidence is needed to make any further judgement of progress within this assessment focus.
AF3 Communicating and collaborating in science
Luke is able to present simple scientific data in more than one way, including using tables and bar charts,
which are usually labelled, if not always with full clarity. He uses scientific forms of language when
communicating simple ideas and processes.
AF4 Using investigative approaches
Luke identifies control variables and selects equipment from that provided to solve problems. He is able to
make reliable observations and whole-number measurements. He recognises risks to himself and others
independently.
AF5 Working critically with evidence
Luke identifies straightforward patterns in observations and data, and can describe in simple terms what he
has found out with some identification of cause and effect.

Overall assessment judgement
Although some further opportunities are required for Luke to show evidence of performance within AF2, he
is working at secure level 3 with a consistent profile across the other assessment focuses. This sample of
evidence draws mainly from attainment target 3 during one term. Over the course of the rest of the year
Luke should encounter further opportunities to demonstrate his skills and understanding within other areas
of science. This would provide a greater range of evidence to make a judgement against.



APP primary science assessment guidelines: levels 3 and 4
AF1 – Thinking scientifically AF2 – Understanding the AF3 – Communicating and AF4 – Using investigative AF5 – Working critically with
applications and implications of collaborating in science approaches evidence
science
L Across a range of contexts and Across a range of contexts and Across a range of contexts and Across a range of contexts and Across a range of contexts and
4 practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils:
 Use scientific ideas when describing  Describe some simple positive  Select appropriate ways of  Decide when it is appropriate to carry  Identify patterns in data presented
simple processes or phenomena and negative consequences of presenting scientific data out fair tests in investigations in various formats, including line
 Use simple models to describe scientific and technological  Use appropriate scientific forms of  Select appropriate equipment or graphs
scientific ideas developments language to communicate information sources to address  Draw straightforward conclusions
 Identify scientific evidence that is  Recognise applications of specific scientific ideas, processes or specific questions or ideas under from data presented in various
being used to support or refute scientific ideas phenomena investigation formats
ideas or arguments  Identify aspects of science used  Use scientific and mathematical  Make sets of observations or  Identify scientific evidence they
within particular jobs or roles conventions when communicating measurements, identifying the ranges have used in drawing conclusions
information or ideas and intervals used  Suggest improvements to their
 Identify possible risks to themselves working methods, giving reasons
and others

L Across a range of contexts and Across a range of contexts and Across a range of contexts and Across a range of contexts and Across a range of contexts and
3 practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils: practical situations pupils:
 Identify differences, similarities or  Explain the purposes of a variety  Present simple scientific data in  Identify one or more control variables  Identify straightforward patterns in
changes related to simple scientific of scientific or technological more than one way, including in investigations from those provided observations or in data presented
ideas, processes or phenomena developments tables and bar charts  Select equipment or information in various formats, including
 Respond to ideas given to them to  Link applications to specific  Use scientific forms of language sources from those provided to tables, pie and bar charts
answer questions or suggest characteristics or properties when communicating simple address a question or idea under  Describe what they have found out
solutions to problems  Identify aspects of our lives, or of scientific ideas, processes or investigation in experiments or investigations,
 Represent things in the real world the work that people do, which are phenomena  Make some accurate observations or linking cause and effect
using simple physical models based on scientific ideas  Identify simple advantages of whole number measurements  Suggest improvements to their
 Use straightforward scientific working together on experiments relevant to questions or ideas under working methods
evidence to answer questions, or to or investigations investigation
support their findings  Recognise obvious risks when
prompted

    
BL

IE

Overall assessment (tick one box only) Low 3 Secure 3
 High 3 Low 4 Secure 4 High 4



Acknowledgements
‘Daily News’ worksheets © S. Naylor, B. Keogh, A. Goldsworthy 2004. Published by Millgate
House Education Ltd, www.millgatehouse.co.uk. Used with kind permission.
Primary Upd8, www.primaryupd8.org.uk © Association for Science Education. Used with kind
permission.


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