structure of plants conditions for life of plants recognizing the differences between leaves...
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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!!!
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