Aurora

Basic Topics Structure of plants Conditions for life of plants Recognizing the differences between

leaves

Pre-school

Expected OutcomesThat the child will be enabled to: Create a model plant from

plasticine/play-doh/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

Activities 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)

Pre-school

Materials Plants Water Press Play-Doh Different kinds of leaves

Pre-school

Teacher Competencies

Organisational skills Effective questioning skills Basic knowledge of the subject

Pre-school

Teaching ModelsPre-school

Curriculum Links Irish Primary School Curriculumwww.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)

Pre-school

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

Expected Outcomes:

PRIMARY

Basic Topics 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

Activities Whole class learning

Introduction Global Warming Collaborative group work (Jigsaw)

Children do research on Causes, Effects, Possible Solutions

Paired discussionChildren share learning experiences

Group workConstruct greenhouse model and subject poster

Field workVisit to greenhouse; discuss with farmer and

take temperature measurements

PRIMARY

Teaching materials

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

Teacher Competencies

Basic knowledge of greenhouse effect Organisational skills in order to form

and guide the groups Promote the discussion

PRIMARY

Teaching ModelsPRIMARY

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.min-edu.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/DSDIM-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)

Reference to national curriculum PRIMARY

Topics 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

Secondary

Expected Outcomes

Activities Context base learning

Contest: ‘Develop an building construction with a negative CO2 Output’

Student acts as backpack traveller‘Student driven information gathering construction materials in relation to carbonsinks’

Debate/roleplay‘Organize debate on possible usage of carbonsinks in construction’

Continuous learning at home‘Create a webpage with suggestions for parent supported student learning’

Secondary

Teaching materials

Multi-media: internet, videos, photographs, articels

Secondary

Teacher Competencies

Flexibitity Coaching skills

Secondary

Teaching ModelsSecondary

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.nlThe candidate can describe energy flows and cycles of materials in an ecosystem and identify the factors affecting it and what causes/consequences of disturbance.

Reference to national curriculum Secondary

RECOMMENDATIONS FOR TEACHER TRAINING

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)

GOODBYE FROM AURORA TEAM!!!