Group 3- ABSOLUTELY FAAAABULOUS!
Topic: Colour and Light
(Pre-school and Primary)
 To
awaken the child's curiosity and awareness
of light in their environment
 To build on previously learned concepts
relating to colour and light
 To develop communicative and cooperative
skills
 To explore and investigate the composition of
white light
 To explore reflection and reflective objects
in everyday life (Link to home)
The student will Explain that white light is made up of
many colours
 Identify these colours found in white
light (Richard Of York Gave Battle In Vain)
 Simply explain how a rainbow is created and
its visibility
 (Upper primary)- Describe the work of a
prism in “breaking up” the white light
 Discuss that light can reflect and
bend/refract
 Concept Whole
Light and colour
Class
 Small group work
 Presentation and
discussion
 Activity
1:
To assess prior knowledge- Rainbow painting
 Activity 2:
Song-singing with colour cards- To learn the
colours of the rainbow
http://www.youtube.com/watch?v=tRNy2i75
tCc
 Activity 3:
Folklore story on
rainbows
 Activity
4:
Working with prisms- Demonstration by the
teacher followed by hands-on exploration
 Activity 5:
Exploring simple refraction using a pencil and
a glass of water
 Activity 6:
Creation of a rainbowhttp://voices.yahoo.com/family-scienceexperiment-easiest-way-create-5643054.html
 Evaluation-
Pre-school and lower-primary: Invent a play
to explain how rainbows are made and to
show the colours contained within it. (This
could be performed for parents)
 Mirrors
 Prism
 Paints
 Story
 Songs
 Materials
for exploratory investigations
 Subject
knowledge
 Ability to create and foster an environment
that encourages questioning and critical
thinking for students
 Encourage diversity in the classroom (e.g. by
having a multiplicity of answers to an open
question- not just right/wrong)
 Design
activities that are realistic to
children´s abilities but challenge them
 Observation skills- keep students on task and
actively learning as well as for assessment
 Teacher
should strike a balance between
directing and facilitating his/her students
 Teaching using a number of different
approaches
 Keep things simple for comprehension but at
the same time, challenge the mental
capacities of the children in tasks
 Importance of questioning to promote higher
and lower order thinking
 Hands-on experience of students
 Creativity!
Energy sources
Swedish Curriculum in Geography
Teaching in geography should essentially give pupils the opportunities to
develop their ability to:
•
•
•
analyse how natural processes and human activities form and change living environments in
different parts of the world,
explore and analyse the interaction between people, society and nature in different parts of the
world,
assess solutions to different environmental and development issues based on considerations
concerning ethics and sustainable development.
(CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND THE LEISURE-TIME CENTRE 2011, p. 150)
Teaching in geography should deal with the following core contentIn years 7–9:
•
Climate change, different explanations for this, and the consequences of changes on people,
society and the environment in different parts of the world.
(CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND THE LEISURE-TIME CENTRE 2011, p. 153)
Dutch Curriculum in Physics
•
Subdomein B3: Elektromagnetisme
The student is able to describe magnetic and electric fields, and explain and analyse
electromagnetic phenomena.
•
Subdomein C3: Arbeid en energie
The student is able to use the concepts of work, energy conversion, conservation of energy and
calculate the efficiency of energy conversions.
•
Subdomein D2: Thermische processen
The student is able to calculate the amount of heat that is exchanged between systems and
describe the different forms of energy transport that is involved.
•
Subdomein E4: Radioactiviteit
The student is able to describe the properties and the creation of ionizing radiation, applications of
that radiation and their effects on humans and nature. And the student is able to describe the
construction and the working of a nuclear power plant and the reactions at work.
(Syllabus centraal examen 2012)
Learning outcomes
Outcomes should fit in the curriculum’s described in the previous slides.
The student will be enabled to:
• develop critical thinking
• find arguments and use them in a discussion
• be an active player in a role play
• describe the workings of different energy sources (i.e. solar energy, burn of fossil fuel)
• do calculations with
Activities for 13 and 18 years old
First discussion in whole
class
Learn about sources
(nuclear, wind, water)
Specialise in their own
topic
Role play
General discussion with
both parents and
students (18)
Compare (for
18 years
student)
Conclusion
Activities for 13 and 18 years old
First discussion in whole
class
Argumentation skills
Learn about sources
(nuclear, wind, water)
Learning content
Specialise in their own
topic
Learning content
Role play
General discussion with
both parents and
students (18)
Parents
Argumentation skills
Argumentation skills
Roleplay
Critical thinking
Compare (for
18 years
student)
Critical thinking
JigSawwy
Conclusion
Critical thinking
Grading
General observation
First discussion in whole
class
Standard test
Argumentation skills
Learn about sources
(nuclear, wind, water)
Specific observation
Learning content
Specialise in their own
topic
Learning content
Role play
General discussion with
both parents and
students (18)
Parents
Argumentation skills
Argumentation skills
Roleplay
Critical thinking
Compare (for
18 years
student)
Critical thinking
JigSawwy
Specific
observation
Conclusion
Critical thinking
Teacher training and Evaluation
Training
How?
•Follow a workshop
•Make their own material
with colleagues.
•Cooperation with
experienced teachers
Evaluation
What?
•Do the students like this way of working?
•What knowledge have the students
developed?
•Do all student succeed in learning?
How?
•Surveys
•Continuous assessment
Didactical analysis
•What?
- Different energy soruces
- Argumentation in whole class / group
- Comparsion (18 years old)
• Why?
- Learn about different energy sources
- Create opportunities to cooperate between subjects and show the importance of
that for the students
- Improve critical thinking and introduce it (13 years old) as a part of life
- Improve the argumentation skills
•How?
-Introduction by the teacher
- Class discussion
- Role play
- Role play with parents (18 years old)
- Comparsion with previous time (18 years old)
IP Conclusion
•The IP program has showed how different types of subjects
can cooperate between the boundaries and create a way to
see things in a different perspectives.
•Encourage critical thinking in students (be the backpacker)
•Develop enquiry skills- observing, asking questions,
suggesting explanations, predicting outcomes, planning
investigations or experiments to test ideas and drawing
conclusions
http://www.curriculumonline.ie/en/Primary_School_Curricul
um/Social_Environmental_and_Scientific_Education_SESE_/S
cience/
• Parental involvement should be encouraged
• Importance of field work and investigation of local
environment
• Play and drama and its role in learning, particularly for
the younger years
• Teacher should be open- use of different approaches
• Foster discussion/argumentation skills
• Jigsaw method
• Museums- experimentation, learning outside the
classroom
• THANK YOU FOR YOUR ATTENTION!!!!!