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3.4

## National STEM Learning Centre

Skip to 0 minutes and 0 seconds EXTRACT 1: But we need to think about the different types of radiation that you’ve been looking at. So you’ve been looking at alpha, beta, and gamma. Which of these types of radiation do you think is the most dangerous, and why? OK. So you’ve got four options to choose. So have a little think to yourselves, first of all. Which of those four is the most damaging to living things, and why? Do you wanna vote, and hold your cards up.

Skip to 0 minutes and 37 seconds EXTRACT 2: OK. I’ve got some water here. I’ve also got some salt. Now, if I put some salt into the water, do you think we’re still going to be able to see the salt, after I’ve stirred it for a minute or so? OK. So let’s have a little look. Let’s see what happens. OK? So here’s my salt. Here’s my water. Put it in. I’m just going to stir it for a while. And just think to yourselves what’s happening. What do you think would happen to that salt? In terms of what you’re seeing. It dissolved. But what would you– would you still see the salt there or not? No, probably not. If you stirred it for a minute.

Skip to 1 minute and 19 seconds It wouldn’t be that– You can’t see it anymore, can you? So you won’t be able to see the salt without anymore. OK. So James has done this. He’s added some salt to the water. He’s stirred it for a minute. I’d like you to go and work out what you actually think has happened to the salt.

Skip to 1 minute and 40 seconds EXTRACT 3: All right, girls, can you get yourself a mini white board and write the next two numbers in these three sequences?

Skip to 2 minutes and 2 seconds Right. When you’ve done that, hold them up. Now, yes? Yes. Do it so I can see it.

Skip to 2 minutes and 17 seconds EXTRACT 4: OK. Earlier in the term, we were doing work on photosynthesis. So we’ve been looking at photosynthesis. But photosynthesis is an area that people often find quite difficult. There’s lots of people who have alternative ideas about photosynthesis. So I’d be interested to know what ideas you have about photosynthesis based on the fact that you’ve already done some work on it.

Skip to 2 minutes and 45 seconds EXTRACT 5: Harry, what were you going to come up with? (STUDENT: They need sunlight.) But is sunlight food? (STUDENTS: No.) Do your plants need food? (STUDENTS: Yeah.) What’s their food, then? (STUDENTS: They eat the sunlight to make their food.) Oh, do they, Zoe? Because Harry’s just– I asked Harry that a second ago, and Harry said– I said, oh, is sunlight their food? And Harry said, oh, no! And then he looked a bit confused. What do you think, Harry? Because Zoe now thinks that sunlight is food. How do plants eat? Because they don’t have teeth. Are you sure that plants need food, Charlie? (STUDENTS: Yes!) What do you think? They do? Why? (STUDENTS: Yes.) Charlie? Do plants eat food?

Skip to 3 minutes and 41 seconds EXTRACT 6: On islands, where nuts were the main food source, birds with shorter beaks were more likely to be found because– A, shorter beaks are stronger than longer beaks and so better at picking up nuts? B, shorter beak finches are more likely to survive and lay eggs? C, shorter beaks are more efficient when different birds compete for nuts? D, shorter beaks are better for eating nuts? OK? You can choose up to two. You can choose just one if you think just one is right, or up to two of those statements. We’re not going to talk, because this is just about your own thinking. And just write it on and don’t show anyone yet. OK? Off you go.

# What action would you take?

This video contains six short extracts from lessons covering different subjects at different levels. Each ends with a frame containing a question for you to think about.

1. Radiation. If this was your class, and you were faced with this mixture of responses, what would you do next, and why?
2. Solutions. If these were your students, what would be a suitable hinge-point question to ask, and why?
3. Maths. The majority of the class have got the answers correct. However, a small group has not. What would you do next, and why?
4. Photosynthesis. If you wanted to probe your students’ understanding of photosynthesis, what would be a suitable hinge-point question to ask at this point, and why?
5. Plant growth. If these were your students, what would be a suitable hinge-point question to ask at this point, and why?
6. Natural selection. If the chart shown summarised the responses to the hinge-point question, what would this tell you, and why? What are the dangers of asking multi-answer questions of this type?