Luminous Cows - Final Presentation

Report
Luminous Cows
MOOOO!
MOOOO!
Light curriculum content
Pre-school
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Sun
Shadow
Colours
Sources
Reflection
Energy
Light curriculum content
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Pre-school
Primary school
Sun
Shadow
Colours
Sources
Reflection
Energy
• Sight
(sourcereflactioneye)
• Refraction
• Importance
organism
• Society
Light curriculum content
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Pre-school
Primary school
Secondary school
Sun
Shadow
Colours
Sources
Reflection
Energy
• Sight
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(sourcereflactioneye)
• Refraction
• Importance of
organisms.
• Society
Diffusion
Speed of light
Optics
Wave/particle
Solar cells
Expected Outcomes
Pre-school
Get the children to
know and become
aware of the concept
of:
• Sun - day & night, heat,
light source, seasons
• Shadow - need of
light, objects
• Colours – different
colours, mixing, rainbow
• Sources - sun, lamps,
torch etc
• Reflection - mirror,
prismas, cds etc
• Energy – the relation
between the sun and the
food, heat and energy source
Expected Outcomes
Primary school
Primary school
Get the children to
know and become
aware of the concept of:
Get the children to
know and become
aware of the concept
of:
• Sun - day & night, heat,
light source, seasons
• Shadow - need of light,
objects
• Colours – different
colours, mixing, rainbow
• Sources - sun, lamps,
torch etc
• Reflection - mirror,
prismas, cds etc
• Energy – the relation
between the sun and the food,
heat and energy source
• Sight
(sourcereflactioneye)
• Refraction –
conduct experiments
• Importance of
organisms photosynthesis, germination.
• Society - discussing
solutions to problems.. E.g. light
pollution
Expected Outcomes
Secondary school
secondary school
Secondary school
Get the children to
know and become
aware of the concept
of:
Get the children to
know and become
aware of the concept
of:
Get the children to
know and become
aware of the concept of:
• Sun – source energy,
light and describe the activitys
inside
• Shadow – can
construct shadow using
geometry
• Colours – can link
colors and wavelenghts
• Sight
working of eyes and
cameras
• Refraction –
n1* sin a1 = n2 * sin a2
• Sources – identify
• Reflection – can
• Importance of
organism – carbon
• Energy – E=hf
• Society - importance
construct geometricly
cycle
in cultures
• Diffusion
light is diffuse
• Speed of light
has a limit
• Optics
can work with basic optic
formulas
• Wave/particle
know the duality
• Solar cells
can describe the working
Activities
• Sun - day & night ,
temperature
• Shadow - chasing
shadwos, Plato´s allegory,
projector game
• Colours – Newton´s
disc, kominations of colours
(finger painting), milk
experiment
• Sources - recognition
of light sources
• Reflection experiment with mirrors,
prismas, cds and other
reflecting materials
• Energy - solar panel
Activities
Primary school
• Sun - day & night ,
temperature
• Shadow - chasing
shadwos, Plato´s allegory,
projector game
• Colours – Newton´s
disc, kominations of colours
(finger painting), milk
experiment
• Sources - recognition
of light sources
• Reflection experiment with mirrors,
prismas, cds and other
reflecting materials
• Energy - solar panel
• Sight – Light Paintings
using cameras and torches.
• Refraction – Put
pencils in glass bowls of water.
• Importance of
organisms –
Compare the effect of light on
the growth of seeds. (1 in dark
and 1 in light)
• Society - Role-play
using Jigsaw Method. 6
characters, each has a
different opinion on the
matter. The children debate
about a solution to the
problem.
Activities
• Sun - day & night ,
temperature
• Shadow - chasing
shadwos, Plato´s allegory,
projector game
• Colours – Newton´s
disc, kominations of colours
(finger painting), milk
experiment
• Sources - recognition
of light sources
• Reflection experiment with mirrors,
prismas, cds and other
reflecting materials
• Energy - solar panel
Primary school
Secondary school
• Sight – Light Paintings
• Practical
assignments
• Normal
teaching
• Discussions
• Research
based
using cameras and torches.
• Refraction – Put
pencils in glass bowls of water.
• Importance of
organisms –
Compare the effect of light on
the growth of seeds. (1 in dark
and 1 in light)
• Society - Role-play
using Jigsaw Method. 6
characters, each has a
different opinion on the
matter. The children debate
about a solution to the
problem.
Basic Topics - methodology
• Discovery Learning
 Guided participation (Vygotsky)
• Active Learning
 Sociocultural theory (Vygotsky)
• Constructivism
 Zone of proximal development (Vygotsky)
methodology
Teaching Materials
• Sun - day & night ,
temperature
• Shadow - chasing
shadows, Plato´s allegory,
projector game
• Colours – Newton´s
disc, kominations of colours
(finger painting), milk
experiment
• Sources - recognition
of light sources
• Reflection experiment with mirrors,
prismas, cds and other
reflecting materials
• Energy - solar panel
Teaching Materials
Primary school
• Sun - day & night ,
temperature
• Shadow - chasing
shadwos, Plato´s allegory,
projector game
• Colours – Newton´s
disc, kominations of colours
(finger painting), milk
experiment
• Sources - recognition
of light sources
• Reflection experiment with mirrors,
prismas, cds and other
reflecting materials
• Energy - solar panel
• Sight – torches,
camera & dark classroom.
• Refraction –
Clear, glass bowls (x5), water
& pencils.
• Importance of
organisms – 2
trays of soil (x5), seeds,
water, dark cupboard &
cotton wool.
• Society - 6 different
characters on different
colured cards & story with a
problem. E.g. Power plant,
light pollution, etc.
Teaching Materials
• Sun – torch,
thermometer, globe, objects
with differnet colours
• Shadow – objects
with different sizes and shapes
• Colours – Newton´s
disc, finger painting colours,
milk, food colours etc
• Sources – torch,
lamps, lasers, projector
• Reflection mirrors, prismas, cds and
other reflecting materials
• Energy - solar panel,
propellor
Primary school
Secondary school
• Sight – torches,
• Multimedia
camera & dark classroom.
• Refraction –
Clear, glass bowls (x5), water
& pencils.
• Importance of
organisms – 2
trays of soil (x5), seeds,
water, dark cupboard &
cotton wool.
• Society - 6 different
characters on different
colured cards & story with a
problem. E.g. Power plant,
light pollution, etc.
(computer, applets,
video, etc.)
• Experiments
(mirrors, lenses,
lamps etc.)
• Books
Teaching Competencies
Very important
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Have clear and effective explanations.
Be a good organiser.
Be an effective communicator.
Delegate responsibility to the children.
To be fair.
To reflect on children’s contributions.
To listen and encourage students to do questions.
To be open-minded, supportive, creative, responsive, engaging
To be able to stimulate and challange every child in all their skills
and in every subject
Work democratically
Have observations skills
Make every child participate
Work thematicly – integrate subjects.
Knowledge of the subject
Suggestions to Parents
• The teacher can provide an after-school
workshop to parents advising them on how to
promote scientific thinking at home.
• Allow parents to link the children’s work to the
school website, blog, information letters etc
• Encourage parents to use scientific vocabulary at
home.
• Encourage parents to conduct simple
experiments at home. E.g. mirror writing,
mirroetunnel, etc.
Suggestions to Parents
Bare with us!
Child
School
Family
Suggestions to Universtiy
Teachers
• Collaborative group work because it promotes cooperation.
• Encourage the practice of experiments using everyday
materials.
• Develop teacher competencies in student teachers.
• Hold regular debates to develop scientific argumentation
skills.
• Involve the students in as many of the activities that the
children will do so that they can experience a child’s
perspective.
• Multicultural and ethnical education
• Cooperate with different companies eg Computer
design/programs
Teaching Evaluation
• Teacher evaluate their own teaching on a
continuous basis.
• Observing, questions to get feedback of what
the children understand and then we evaluate
our work in order to adjust our teaching to the
needs of our children.
Learning Evaluation
Thank you!
• Observe children during group work.
• Observe pupil understanding from debates
and discussions.
• Children fill out self-evaluation questionnaire.
The sustainability generation
What needed to function properly in this society:
21st century skills
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Collaboration
Communication
Ict literacy
Social and cultural competences
Creativity
Critical thinking
Problem solving
Links to important websites
• Irish Primary Curriculum – Science
• http://www.schools.ac.cy/klimakio/Themata/f
ysikes_epistimes/analytiko_programma.html
• http://www.skolverket.se/2.3894/in_english/p
ublications?_xurl_=http%3A%2F%2Fwww4.sk
olverket.se%3A8080%2Fwtpub%2Fws%2Fskol
bok%2Fwpubext%2Ftrycksak%2FBlob%2Fpdf2
704.pdf%3Fk%3D2704

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