luminous cows moooo!. light curriculum content sun shadow colours sources reflection energy...

Luminous Cows

MOOOO!

MOOOO!

Light curriculum content

• Sun• Shadow• Colours• Sources• Reflection • Energy

Pre-school

Light curriculum content

• Sun• Shadow• Colours• Sources• Reflection • Energy

• Sight (sourcereflactioneye)

• Refraction • Importance

organism• Society

Pre-school Primary school

Light curriculum content

• Sun• Shadow• Colours• Sources• Reflection • Energy

• Sight (sourcereflactioneye)

• Refraction • Importance of

organisms.• Society

• Diffusion• Speed of light• Optics• Wave/particle• Solar cells

Pre-school Primary school Secondary school

Expected Outcomes

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

Pre-school

Expected Outcomes

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

Primary school

Get the children to know and become aware of the concept of:

• Sight (sourcereflactioneye)

• Refraction – conduct experiments

• Importance of organisms - photosynthesis, germination.

• Society - discussing solutions to problems.. E.g. light pollution

Primary school

Expected Outcomes

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

• Sources – identify

• Reflection – can construct geometricly

• Energy – E=hf

secondary school

Get the children to know and become aware of the concept of:

• Sightworking of eyes and cameras

• Refraction – n1* sin a1 = n2 * sin a2

• Importance of organism – carbon cycle

• Society - importance in cultures

Get the children to know and become aware of the concept of:

• Diffusionlight is diffuse

• Speed of lighthas a limit

• Opticscan work with basic optic formulas

• Wave/particleknow the duality

• Solar cellscan describe the working

Secondary school Secondary school

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

• 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

• 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

• 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.

• Practical assignments

• Normal teaching

• Discussions• Research

based

Secondary school

Basic Topics - methodology

• Discovery Learning Guided participation (Vygotsky)

• Constructivism Zone of proximal development (Vygotsky)

• Active Learning Sociocultural theory (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

• 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

• 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

• 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.

• Multimedia(computer, applets, video, etc.)

• Experiments(mirrors, lenses, lamps etc.)

• Books

Secondary school

Teaching Competencies• 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

Very important

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

Child

FamilySchool

Bare with us!

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

• Observe children during group work.• Observe pupil understanding from debates

and discussions.• Children fill out self-evaluation questionnaire.

Thank you!

The sustainability generation

What needed to function properly in this society:

21st century skills• 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/fysikes_epistimes/analytiko_programma.html

• http://www.skolverket.se/2.3894/in_english/publications?_xurl_=http%3A%2F%2Fwww4.skolverket.se%3A8080%2Fwtpub%2Fws%2Fskolbok%2Fwpubext%2Ftrycksak%2FBlob%2Fpdf2704.pdf%3Fk%3D2704