Comprehensive Review: Exploring Science Textbook for Key Stage 2

This report provides a detailed review of the 'Exploring Science' textbook series, specifically focusing on the Grade 6 edition. It begins with an introduction to the curriculum and the aims of the assignment, followed by a description of the textbook's structure, content areas, and process skills. The analysis section examines the book's approach to teaching science, including its organization into chapters and units, and its emphasis on activities and student-centered learning. The report also analyzes a specific section on 'Cell Specialization,' evaluating its presentation of concepts and providing recommendations for improvement, such as incorporating more diverse examples and activities. The review concludes with an overall evaluation of the textbook's strengths and weaknesses, and offers recommendations for enhancing its effectiveness in science education.

Science Book Review

TABLE OF CONTENTS
INTRODUCTION.......................................................................................................................3
Aim of the assignment:................................................................................................................3
Purpose:.......................................................................................................................................3
DESCRIPTION...........................................................................................................................3
ANALYSIS..................................................................................................................................4
ANALYSIS OF SELECTED SECTION.....................................................................................6
EVALUATION...........................................................................................................................9
Recommendations........................................................................................................................9
CONCLUSION..........................................................................................................................10
REFERENCES..............................................................................................................................11
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INTRODUCTION
A syllabus or curriculum is defined for creating a strategic path of education and making
individuals aware about the different findings of this educational resource. It can be stated that
curriculum is a tool for teachers which helps them in guiding and creating a learning for the
students. Before imparting any sort of education or learning to the students, it is important to
evaluate and analyse whether considered books are legitimate enough to be used as a guide.
Aim of the assignment:
The main aim of teachers is to accelerate learning amongst individuals and bring in growth and
development.
Purpose:
The most important thing is to evaluate the strengths and weaknesses of the subject and the
support material so that students will be enlightened with appropriate knowledge. In this report,
the analysis and evaluation of curriculum material-Exploring Science has been performed.
Furthermore, the quality and meaning of the information provided in this book will be evaluated
to give recommendations for making further improvements.
DESCRIPTION
'Exploring Science' series student book that constitutes three books for key stage 2 for
grades 4,5,6 has been chosen by me. New Curriculum Framework (NCF) is intended to attain “
Every child is prepared for life” of the student book , Exploring Science 6. In order to
understand and gain knowledge and information , grow skills of learning and attitudes to expand
deeper and crucial understanding for the respective environment, issues related to technology
and science the series enables it to acquire as mentioned by National Institution of Education
(2016). Under 'Environment , Science and Technology' ,the basic learning field of Science
subject for grade 6 has been developed. Through systematic approach and by organized inquiry
areas of the natural world has been explored by this discipline.
The important and main components of the structure incorporates along with them other
subjects in the National Curriculum. The main objective is to encompass into science curriculum
the vision of shared values and the principles. It also focuses on the key capabilities with
influential pedagogy. Science Curriculum relies on :
1. Four content areas
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2. Two process skill strands
The four content strands are basically:
 Life and Living
 Earth and Beyond
 Matter and materials
 Energy and change
Two process skills consists of :
 Science and technology
 Working Scientifically
Inquiry skills and investigation skills of students are build up by the “Science and
Technology'. To enhance and expand the knowledge of technology to the students and building
skills in the field of designing and product making the strand is needed to be included. The strand
'Working Scientifically' emphasized on knowledge building and the relevant skills required for
investigations and experiments and making them able to have scientifically thinking approach as
suggested by it's name. The science curriculum in order to maximize focuses on to The content
strands and the scientific process strands should be taught together so that scientific skills and the
values can be learned.
ANALYSIS
Each and every subject, object or element that an individual perceives or visualises can
be studied and understood with help of science. It provides the necessary skills and tactical
knowledge for understanding the different biological and physical aspects. It can also be termed
as a pathway of curiosity with imagination. In order to make a learning experience of student
creative and meaningful, the science syllabus enables teachers to divide the entire course into
different lessons. This curriculum also helps in developing an active approach towards learning
and teaching by keeping students centred. Furthermore, there have been different activities
arranged in this curriculum which include field outings, experimentation and research with
formulation of projects. This helps in adding value to the information generated for students
(Glynn, 2008).
There are overall sixteen chapters in the book. The first five chapters are based on the
subject 'Life and Living'. On furthermore classification, the chapters are named, 'Living World
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and Classification', 'Cell Specialisation', 'Adaptation', 'Habitat and interactions' and 'Growth and
Development'. On the other hand, the chapters 6-12 are based on the subject “Earth and
Beyond”. The chapters 13-15 are classified under “Energy and Change” and the last two units
are categorised as 'Matter and Materials' and 'Elements, Compounds and Mixtures'.
This classification provides good emphasis on different scientific subject matters and
brings in clear communication of the ideologies that have to be transmitted to students for
making them learn scientific facts. The main focus is given on formation of themes and dividing
the content as per the given syllabus. A teacher can select a particular topic or unit for instance,
system is selected as the unit and then related outcomes with this unit include Life and Living or
Earth and Beyond (NIE, 2015). These topics can be taken separate or together depending on the
requirement of the teacher. Furthermore, the systems can also relate to different human body
functional systems or the ecosystem which is present in the surroundings and formed due to
interaction of various organisms. This wide range of selection is valid because the collection or
group of things which have certain type of influence on different entities can be considered as a
system.
The structure of different chapters is defined with starting as the overview or a brief
summary and then conclusion is based on the key aspects that have been covered in the entire
chapter. Clear definition of facts and activities has been provided in the book so that necessary
investigation can be guided (NIE, 2014). Fundamental practical skills are developed with help of
the defined activities and the design is successful in engaging students in enhanced learning.
As per accordance to the new course of study, Science 6 textbook is not enough for
learning. It is mostly used by teacher for teaching student in class. Further it is also self learning
resources for students for doing revising whatever they have learnt. When students complete
their key stage two which is 6 grade then they need to meet the outcome of the course of study
and values. The role of NCF is to motivates learning at starting level of schooling be integrated
for reflecting the key competencies (Ibrahim, 2016). From the science book it is easy to show the
cross information combination. For making learning useful for children, for this teacher can
make combination plan of learning and fun. This help in gaining more knowledge with the help
of integration plan. In present era, time is distribute for each subjects in the key stages. For
instance in school there are 4 periods of science in a week.
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Along with this, class teacher of first and second key stage can take more time if their
learning area is not completed. At the basic level of learning students are not teaches science
subject by the specialist due to which is lead to build garbled and senseless concepts which is
meaningless for them (Carlson, Davis & Buxton, 2014). For making the sense of concepts it is
important for teacher to add more activity oriented for enhancing student knowledge. Science
teacher must have good skill and knowledge, so that they can ask questions from students and
give them detail explanation if they face any confusion. The science book is effective tool for
specialist teacher which help them in developing conceptual knowledge of science among
students.
Training need to be provided to teacher for the new course of study. First, Program
ambassadors were trained who then provide the learning to others teachers and in the school. For
the present course book of study teachers are need to plan effectively before entering into a class
so that they can teaches students with the help of some hands on activities (Banilower & et.al.
2010). Hence, teachers need sometimes to prepare themselves for to look out some key
indicators before entering the class. So teachers need time for planning the activities which they
has selected for guiding students. Further students must gain knowledge form the way of
learning changes by teachers. They also must have information of previous grade and present
grade, is so because course of study is connected with previous level.
ANALYSIS OF SELECTED SECTION
Science can be termed as a body of knowledge and procedures by which inquiry is done
in such a way by students that they make connections to the facts which are taught to them in the
classroom with respect to the real life phenomena. In Science book 6, there have been16 content
units which are provided for students. From all the given number of contents, major analysis is
being done on the Unit 2 which is based on ‘Cell Specialization’. Majorly, four units consist in
the same which are ‘Photosynthesis’, ‘Specialization in Animals and Plants’, ‘Basic unit of life’
and ‘Microorganisms’ (Banilower & et.al. 2010).
It can be said that this chapter is explained under the sub-strand which tells about ‘Living
things” as well as about their structure and functions they possess. The results of first syllabus of
science are in relation with this unit only which mainly emphasizes on the concept which says
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that ‘living organisms are composed of cells’. This will be well described in the syllabus along
with stating the differences between plant and animal cells.
In the beginning, a definition will be given in the unit; following of which different
functions of common features being possessed by animal and plant cell will be discussed. In
addition to this, there will be study made on contrasting feature of a plant cell where a well
labelled diagram will be shown regarding the cell. A systematically prepared diagram of an
animal as well as of plant cell will be described here (Carlson, Davis & Buxton, 2014). However,
the fact cannot be ignored that the book has failed in describing the way in which cells function.
It can be stated that if there will be presentation on an elaborate analogy, idea that
students would have with regard to idea will be more concrete. It is because; with the help of
such analogies, students gain a lot of support in gaining an idea about the concepts of science in
a detailed manner in which complex and hard-to-visualize systems will be displayed along with
stating their interacting parts. Last but not least; these analogies would play a crucial role in
enhancing the interest of students as well as building conceptual bridges in between the
knowledge that they had before as well as which they are going to learn in the future (Davis &
Krajcik, 2005).
In order to display the animal and plant cells so that students will have in-depth and clear
idea regarding the same, if there will be discussion various types of animal and plant cells in the
book along with their diagrams instead of just description, it will prove to be highly helpful for
them. However, it may involve a risk that students might get confused and have misconception
that an animal cell is of a specific structure only and in all of them, it is similar while, it is not.
Also, they might have an idea that a plant cell is always like a rectangular box which shows
features as given in the figure. Therefore, in order to reduce this risk of misconception, instead of
explaining plant cells, description of cells of several parts of the plant can be given by including
these concepts in the book. In order to make the concept more clearly among students about cells
of plant, different structures depending on the place they are found can be explained to them
(Ibrahim, 2016). Along with that, it must be taught to them that in many cases, these cells are
similar as that of animal cells.
An activity is can be offered by the book as per which students will require using
microscope so that they can effectually observe the onion and cheek cells. However, this activity
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will be stated in the topic of ‘magnification of cell specimens using a microscope’. It will be a
practical work for students where they will have to observe the onion and check cells under the
magnification of 4X, 10X and 40X. Through the same, students will have a ‘real’ feeling of cells
where their level of understanding will be based on teacher’s pedagogy. Following the same,
next topic which is going to be explained in the syllabus is ‘cell to organism’ where there will be
discussion on the concepts of ‘cells’, ‘tissues’, ‘organ systems’ as well as ‘organisms’. But,
details of them with regard to cells that form tissues, organs or organ system will not be
explained (Banilower & et.al. 2010). For, example, to make students understand the same, skin
can be taken as an organ along with stating the way in which cells are placed in skin. Students
will be made to observe discover it so as to get an idea that in an organ, cells performing their
specialized tasks in a similar manner. However, all of these concepts will be stated as mere facts.
Next given activity in this unit is a practical one where students will be made understand
with the way to measure the pulse rate of their partner at the time he/she is taking rest or after
when they have made some physical activity. Here, students will be asked with many level of
questions where high order questions are involved so that students would think about the reasons
that will improve their critical thinking as planned in the national curriculum. However, it will be
conducted under the next sub unit named ‘Specializations in Animals and Plants’ (Carlson, Davis
& Buxton, 2014). Here, there will be discussion on four different organs of human as well as of
plants along with providing brief outline of the key functions that each organ possesses.
Before all these units, previous chapter was of ‘Photosynthesis’ where an example of the
process of photosynthesis was given along with the brief explanation of same including
necessary factors. However, the relationship of photosynthesis to students’ or human life is
completely ignored here. Here, it was explained that oxygen is a waste product of photosynthesis
as well as it is not a useful product to the life of human. Previously, ‘Microorganisms’ were
defined with an example of the structure. Along with that, modes of transportation as well as the
ways by which such transmissions can be cured were also stated. It has been explained that
germs are minute organisms which are impossible to be seen by the naked eyes (Davis &
Krajcik, 2005). This is the reason; it is required for students to be taught with the abstract notion
in terms of the way in which germs spread through an active practical activity. But, in the book,
no such activity is given. In the present research, main focus is given on deep conceptualization
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instead of just factual recalls. For the same, it is required that textbook will need to include rich
content-specific instructional so that students can be made clear in a well manner.
EVALUATION
The scope of development exists in each and every sector when considering the growth
and progress of education system. New curriculum is one such strategic step which helps in
bringing reforms for the betterment of the education system and the society. In order to
overcome the issues like lack of value education or excessive cases of misconducts and
misdemeanours; the government came up with NCF. It helps in suggesting an educative
approach which has principals, values and attributes to improve the competencies of the teachers
and the students. The key aspects which are important in terms of Muslim society requirements
are considered in this new curriculum and helps in defining resilient and holistic environment for
the learners.
This textbook is based and associated with Islam. The validation of this association is
confirmed with a provision of 'Science and Islam' at the end of every section and chapter. The
purpose behind this inclusion is to enhance the key competencies required for the same. This
Science textbook gives chances or opportunities for the students to develop values and morality
related with Islam. The keen observation and systematic planning provided in this book helps in
maximising the estimated output in terms of learnings. Content delivery is accurate and there is
well-defined sequence provided to the flow of lessons or units. Proper prescription of activities
has been provided which helps the teachers and students to get stepwise guide and bring in more
effectiveness in the understanding.
Recommendations
According the UNICEF’s annual report (2015), the assessment guides and units which
were instilled in key stage 1 were reviewed and recommended so that necessary changes or
improvements can be made. These recommendations were sent to the NCF with detailed
feedback so that contents of the book can be improvised and brought together with utmost
relevancy. The major element of this book is presentation. Content is presentable and full of
pictures and colours which acts like a visual tool for the students to grasp information and
content of the book. It becomes easier for the students to get interactive and assist the teachers in
active learning process. The Science 6 syllabus is an aid to the teachers with proper resources
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and provision of respective tasks so that extra time is not invested in such matters. It is suggested
that there should be more interaction amongst the teacher and the students when considering
imparting of learning. It helps in improving the knowledge level and enhancing the chances of
easy doubt resolution.
CONCLUSION
The discipline in which different beliefs and contradictions arise with regards to the
separate issues of Islam is considered as science. This book provides an insight regarding the
various subjective chapters with detailed relevance to Islam. There is a scope for higher
reference to Islam so that key areas can be additionally enhanced in terms of competencies. The
alignment of the content and indicative outcomes have helped in gaining better approach towards
the curriculum. Teachers are guided and supported in providing proper information to the
students so that inquiry and exploration can be made. The scientific skills and values of students
as well as teachers is enhanced through this book.
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REFERENCES
Books and Journals
Banilower, E., & et.al. (2010). Effective Science Instruction: What Does Research Tell Us?
Second Edition. Center On Instruction
Carlson, J., Davis, E. A., & Buxton, C. (2014). Supporting the implementation of the Next
Generation Science Standards (NGSS) through research: Curriculum materials.
Retrieved
Davis, E. A., & Krajcik, J. (2005). Designing educative curriculum materials to promote
teacherlearning. Educational Researcher, 34(3), 3-14.
Ibrahim, A. (2016). Changes will be brought to the newly introduced books. Avas.mv. Retrieved,
October 26, 2016.
Koppal, M. & Caldwell, A. 2004. Meeting the Challenge of Science Literacy: Project 2061
Efforts To Improve Science Education. Cell Biology Education, 3 (Spring)
NIE, (2015). Science in the National Curriculum: Key stage 2 , Syllabus. National Institute of
Maldives. Male’.
Online
NIE, (2014). The New Curriculum Framework. Retrieved, October 23, 2016, from
<https://www.google.mv/?
gws_rd=cr,ssl&ei=YwIRWJSjNYf1vgSi0ZDwAw#safe=off&q=new+curriculum+framew
ork+2014>.
Senior Secondary Curriculum Guide .(2005). Quality Learning and Teaching Resources -
Facilitating Effective Learning.( Booklet 6). Retrieved, October 25, 2016, from, <
cd1.edb.hkedcity.net/cd/cns/sscg_web/html/english/main06.html>
UNICEF. (2015). UNICEF Annual Report 2015. Retrieved, October 26, 2016, from,
<https://www.google.mv/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=&ved=0ahUKEwiR1M_tmP
nPAhXLPo8KHcJ4AcMQFggaMAA&url=http%3A%2F%2Fwww.unicef.org%2Fabout
%2Fannualreport%2Ffiles
%2FMaldives_2015_COAR.pdf&usg=AFQjCNG1cgRdcsoT9xJbE56ja574gXHLSg&sig2
=0GNN-f24wFlJaCEMcMUljg&bvm=bv.136811127,d.c2I>
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