Hodder Science catalogue 2024 - Flipbook - Page 8
SPRINGBOARD KS3 SCIENCE
Teacher Handbooks
PAPERBACKS
NEW
Claudia Allan, Jovita Castelino, Thomas Millichamp, Adam Robbins,
Bill Wilkinson, Series editor: Adam Boxer
Deliver the Springboard Science course confidently with this workloadfriendly approach to a knowledge-rich curriculum.
Learn how to use cognitive science principles to deliver more effective,
dynamic and engaging lessons, whatever your level of experience. Divided into
topics, rather than lessons, this handbook enables you to teach each topic in a
responsive fashion and at a pace that is right for your students.
• Feel fully supported. Guided explanations, diagram constructions,
demonstrations and worked examples have been carefully crafted to
support all teachers, including those teaching outside of their subject
specialism.
• Overcome common misconceptions. Prerequisite knowledge checks for
students help you to identify any missing knowledge or misconceptions
before a topic is started, with approaches to solve these covered throughout
the explanations.
• Tailor teaching to the class in front of you. ‘Check for understanding’
questions allow you to adapt your delivery to meet students’ needs, with
suggested questions and responses to start the process.
• Take a different approach to practicals. Our ‘slow practical’ approach
exemplifies core concepts and provides students with a clear grounding in
practical skills, with at least one essential practical for every unit.
£75 each
Teacher Handbook 1 • 9781398385771
Teacher Handbook 2 • 9781398385788
Teacher Handbook 3 • 9781398385795
Teacher Handbook
B1
sample pages
Cells and organisation
B1
Guided explanation:
Why do we need microsc
opes?
B1.1 Microscopes
Contextual
information
about prior
knowledge
and how
a Topic’s
content
昀椀ts within
the wider
curriculum is
provided at
the outset of
each Topic
Students’ learning objective:
I am learning about
small to see with the
microscopes so I can
naked eye.
view things too
Students may have
experience of using
magnifying glasses
their everyday experience.
in KS1 and KS2, or even
By starting with microscopes
in
have a common experience,
we can ensure all students
which you can continually
cells.
refer to as they learn
about
General science quiz
As this is the first biology
topic, there is no general
science quiz at the start.
3
magnification +
Knowledge check
Display the Knowledge
check slide. The questions
delivered one by one
are best
on mini-whiteboards
(MWBs). If
students do not know
the answer to any of
them, you should
reteach the relevant
concept. Answers are
not on the slides
because it is best to
go over them together
as a class.
Question
1
Answer
What is the smallest
thing
you have ever seen?
2 What does the ‘naked
eye’
mean?
3 Can you name something
so
small you can’t see
it with the
naked eye?
4 What could you
use to see it
if you wanted to?
Knowledge check activities
are provided,
with answers and notes
on
misconceptions, designed common
to help you
assess your students,
readiness to tackle
the Topic you are preparing
to teach
Look inside
While the idea of microscopes
and the experience
them might be common
of using
to students already,
this explanation
aims to build a common
understanding of how
a microscope
works and to overcome
misconceptions around
focusing and
magnification. Students
often see microscopes
as devices that
just magnify and ignore
the concept of focusing.
This leads to
common errors of language
like ‘zooming in’ that
carries over
from their experience
with digital technology.
Draw the diagram below.
Students have not yet
been
introduced to cells formally,
so construct the diagram
accompanied by a
sequentially, with each
simple explanation,
step
similar to the one that
follows.
16
385771 Core Science
KS3 Teacher Handbook
particles
Magnifying glass,
microscope, hand lens
4
focus
2 image of cell
(blurred)
=
6
microscope
5 focused image
of cell
Clear guided explanation
s are provided in every
Topic, including demonstrat
ions or worked examples,
designed to support
every teacher - including
teaching outside their
those
subject specialism
A cell is the building
block of all living things.
Cells are often very
naked eye.
small, so are invisible
to the
2 When we look down
a microscope, we see
what is called an ‘image’
just bigger. In this case
– the original object,
we want to look at an
image of the cell.
3 This is called magnification
– the image is magnified.
4 The problem we
have is that when we
enlarge the image it
of focus. Luckily the
becomes fuzzy – we
microscope is designed
say it is out
to not only magnify
5 Once focused we
but also to focus the
have a clear image
image.
of the cell.
6 Overall, we have
magnified and focused
it. This is what a microscope
focus.
does: magnification
+
The image of all the
objects inside the cell
now appears big and
objects are magnified
clear enough to see
and focused.
– the
Notes
May include: human
hair,
grain of salt
Without any lenses
or way
of making an object
appear
bigger
May include: germs,
1 one cell
invisible to
the naked
eye
1
This question is to get
students thinking
about small objects
and the limits of our
eyesight. Answers will
vary depending on
student experiences.
Students may also talk
about cameras,
so ensure that they
know these use
lenses and sensors.
Check for understanding:
Why do we need microsc
opes?
Again, this will depend
on student
experiences.
B1 Cells and organisation
1 BP v3.indd 16
385771 Core Science
KS3 Teacher Handbook
1 BP v3.indd 17
View sample material from our Knowledge
Book, Practice Book and Teacher Handbook!
6
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education@hachette.co.uk
‘Check for understand
ing’ sections
after each guided explanation
provide
suggested questions
to ask students
before allowing them
time to practise
independently
The Check for understanding
(CFU) is best conducted
and ask questions like
using MWBs. Display
the ones below. Tailor
the CFU slide
and adapt your questions
of you.
to the class in front
l What do we call
it when we make something
look bigger? Look out
zooming in instead
for use of the word
of magnifying and challenge
the use of vague terms
bigger’.
like ‘make it
l What do we call
it when we make a fuzzy,
hard-to-see image
l What two functions
clearer?
does a microscope
perform?
17
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