Transcript Aurora - light

Pre-school
Structure of plants
 Conditions for life of plants
 Recognizing the differences between
leaves
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Pre-school
That the child will be enabled to:
 Create a model plant from plasticine/playdoh/plastelini.
 Predict and hypothesise based on observation of
an experiment
 Deduce the conditions for living of plants from an
experiment.
 Collect leaves of different shapes, colours and
sizes.
 Categorise leaves according to different colours,
shapes and sizes.
Pre-school
ACTIVITY 1: Make a model plant from
plasticine/play-doh/plastelini incorporating the
proper structure of plants-leaves, stem, roots &
flowers (Design and Make, Evaluating).
 ACTIVITY 2: Observe an experiment testing for the
conditions required for plants to live (Predicting,
Experimenting and Hypothesisng)
 ACTIVITY 3: Children collect leaves from the
environment. They bring the leaves into the
classroom and sort them according to colour,
shape, size etc. (Analysing- Sorting and Classifying)
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Pre-school
Plants
 Water
 Press
 Play-Doh
 Different kinds of leaves
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Pre-school
Organisational skills
 Effective questioning skills
 Basic knowledge of the subject
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Pre-school
Pre-school
Irish Primary School Curriculum
www.curriculumonline.ie
“recognise and identify the external parts of living things”
(pg. 24)
“explore conditions for growth” (pg. 24)
“sort objects into sets according to colour” (pg. 25)
“observe colours in the local environment” (pg. 25)
 Greek Pre-school Curriculum
http://digitalschool.minedu.gov.gr/info/newps.php
“recognise the basic characteristics of plants” (pg. 86)
“understand that also plants are living things” (pg.86)
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PRIMARY
Expected Outcomes:
The students should be able to
 Describe how a greenhouse works
 Explain why the earth can be described
as a big greenhouse
 Develop scientific literacy regarding the
greenhouse effect.
 Develop environmental consciousness
 Improve their social skills by discussing
the topic
PRIMARY
Teaching level:
 Primary School children (10-12)
Topics:
 The Greenhouse effect
 Environmental awareness
 The role of the sun in the greenhouse effect
 The role of society in the greenhouse effect
PRIMARY
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Whole class learning
Introduction Global Warming
Collaborative group work (Jigsaw)
Children do research on Causes, Effects, Possible
Solutions
Paired discussion
Children share learning experiences
Group work
Construct greenhouse model and subject poster
Field work
Visit to greenhouse; discuss with farmer and take
temperature measurements
PRIMARY
Videos for example
http://www.youtube.com/watch?v=GBQ8zEcE9w
&feature=player_embedded
photographs, articles, pen, paper, thermometers,
questionnaire, recycling materials (e.g. plastic,
plastic bottles etc), straws, lollipop sticks, glue,
scissors, cling-film
PRIMARY
Basic knowledge of greenhouse effect
 Organisational skills in order to form and
guide the groups
 Promote the discussion
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PRIMARY
PRIMARY
Irish curriculum:
www.curriculumonline.ie
‘To recognize how the actions of people may impact upon
environments’ (pg 68)
 Cypriot curriculum
http://www.paideia.org.cy/upload/analytika_programmata_2010/0.
siniptikaanalitikaprogrammata.pdf
‘Protection of the environment and air pollution’ (pg 161)
 Portuguese curriculum
http://sitio.dgidc.minedu.pt/recursos/Lists/Repositrio%20Recursos2/Attachments/612/Prog
%20_1CicloEB.pdf
‘Recognize the effects of air pollution (greenhouse gases, effect)’
(pg 130)
 Greek curriculum
http://digitalschool.minedu.gov.gr/modules/document/file.php/DS
DIM-D108/%CE%94%CE%95%CE%A0%CE%A0%CE%A3%CE%91%CE%A0%CE%A3/12deppsaps_mel_per.pdf
‘Protection of the environment and preventive actions’ (pg 329)
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Secondary
Teaching level:
 Secondary School children (14-16)
Topics:
 Carbonsinks/carbonsources
 Plants as possible carbonsink
 Wood as environment friendly building
material
Secondary
Describe photosynthesis in terms of ‘light’
and ‘dark’ reaction.
 Discuss on trees/forests as possible
carbon sink
 Critical thinking concerning information
on carbon sinks and sources
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Secondary
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Context base learning
Contest: ‘Develop an building construction with a
negative CO2 Output’
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Student acts as backpack traveller
‘Student driven information gathering construction
materials in relation to carbonsinks’
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Debate/roleplay
‘Organize debate on possible usage of carbonsinks in
construction’
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Continuous learning at home
‘Create a webpage with suggestions for parent supported
student learning’
Secondary
Multi-media: internet, videos, photographs, articels
Secondary
Flexibitity
 Coaching skills
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Secondary
Secondary
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Swedish curriculum:
http://www.skolverket.se/
Understand the difference between claims
based on facts and based on values in
science, such as in the case of human
radiation environment
Dutch curriculum:
www.slo.nl
The candidate can describe energy flows and
cycles of materials in an ecosystem and
identify the factors affecting it and what
causes/consequences of disturbance.
Pedagogical seminars (develop
organisation skills and learn how to make
proper questions to the children)
 Creation of a website where teachers
can post/share material
 Meeting with teachers from other
countries (sharing experiences)
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