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The classroom
evaluation is an in-depth appraisal of how the product performed in the
classroom. It covers the ways the product was used during the evaluation, the
perceived benefits and issues involved in its use, the students’ response and
the opportunities for learning, differentiation and assessment it provided.
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| Evaluation subject |
Science |
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| Evaluation key stage |
keystage 2 |
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| Evaluated on: |
PC Processor
speed: Connection speed:Broadband RAM:128Mb Additional hardware: |
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| How product was used: |
To consolidate children’s knowledge of what plants need in order to grow healthily.To introduce the topic of choosing a material for a particular purpose. |
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| Students: |
Eight pupils working at level 3; two pupils working at level 2 (teacher assessment)All reading ages one or two years above chronological ages |
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| Special Needs: |
One pupil with poor verbal understanding was paired with a more able child with teacher support to ensure comprehension |
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| Period of use: |
Product was used over 4 weeks for one 25-minute ICT lesson each week, and three 25-minute lunchtime sessions each week. |
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| Schemes of work: |
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QCA science 3B Helping plants grow well, 3C Characteristics of materials ICT 3D Exploring simulations
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| Topics: |
What plants need to grow well
Choosing a material for a particular purpose
Using simulations to make and test predictions, explore options
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| Context: |
The website was used with a mixed ability class of ten year 3 pupils (five girls, five boys). Most pupils were working at level 3 and chose to read the screen information rather than use the soundtrack. Pupils had limited ICT experience. No support staff were involved. |
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| Technical information: |
The website was accessed each time without problems. Macromedia Flash was used as a freeware download. Pupils struggled with user names/passwords. Once on the pupil page, allocated work loaded in 20 seconds. Print and online user guides are available, as is technical help by email. The pupil guide is largely written for the teacher. |
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| Design & navigation: |
The pupils appreciated the colourful graphics and humorous characters. They found some graphics in the materials mission difficult to identify. The animation allowed them to observe experimental changes and use the reward system. Screen layout was suitable with key ideas being highlighted in a larger coloured font. Flashing buttons indicated where to click to change screens. Their positions varied and they did not appear until the soundtrack had finished. Pupils needed help to navigate the J-World reward system. |
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| Content: |
Missions are made up of experiments and discoveries and each mission is introduced by a character who outlines the mission and what the child has to do or achieve. Language in the missions was generally suitable for pupils at level 3; rollover definitions were available for key terms, though pupils did not find these intuitively. The teacher was able to preview activities, save them and allocate them to individual pupils’ pages as appropriate. Instant feedback was given to answers and explanations when pupils gave incorrect responses. |
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Curriculum coverage: |
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Objectives concerning plant requirements for healthy growth and some of the measurement skills were consolidated. Pupils who used the materials mission as an introduction to the topic of choosing materials for a particular purpose did not gain an understanding of the key words, and did not find that the graphics enhanced their recognition of materials and their properties. Pupils could make predictions and understand fair testing. |
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Learning outcomes: |
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The product established knowledge of: concepts involved in establishing plant requirements for healthy growth; how to set up a fair test; how to make and test predictions, explore options. However, pupils were confused about the properties of some materials. |
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| Classroom use: |
Teachers need to familiarise themselves with the site so they can explain navigation buttons and the reward system. Pupils need mouse control to use pull down menus, drag and drop, click and type in boxes. Teachers can preview units and allocate them for individual or class use according to ability. The planning ‘how to‘ page explains the procedure. The product was appropriate for visual and auditory learning of the content. Pupils required support to make predictions and draw conclusions from system-generated scenarios. Questions provided tested pupils’ understanding and offered immediate feedback. Scores could be printed out. |
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| ICT: |
The school does not have an ICT policy but the primary department follows the QCA schemes of work. The product enabled us to meet objectives for unit 3D making and testing predictions and exploring options. |
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| Student response: |
Pupils were keen to use the website and appreciated the humour, characters, colourful graphics and animation. They willingly carried out tasks and answered questions except on screens full of writing. They wanted to gain good results so they could receive a report showing a high percentage. They strove to win points and use the reward system. At the end of the plants unit they could explain what plants need for healthy growth and how to test predictions fairly. At the end of the materials unit, however, pupils were confused about the properties of various materials. |
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| Summary: |
Pupils were keen to use the juniors.net website and appreciated the humour, characters, colourful graphics and animation. The site offers experiments where pupils can predict results, interpret findings and draw conclusions. Questions test comprehension and offer immediate feedback and explanation for incorrect responses. Key facts, reports and certificates can be printed out, and a reward system encourages pupils to score points towards parts to build monsters. The language used is suitable and sound makes the units accessible to poor readers. The teacher can differentiate by allocating tasks according to their level of difficulty to individuals or the whole class. We used the materials mission to introduce materials and their properties. Rollover definitions of key words were not immediately apparent and graphics were sometimes difficult to interpret. As pupils tackled the topic on helping plants grow well, the colourful graphics and animation provided convincing simulations of the effects of changing variables. |
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