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Aurora . Basic Topics. Pre-school. Structure of plants Conditions for life of plants Recognizing the differences between leaves. Expected Outcomes. Pre-school. That the child will be enabled to: Create a model plant from plasticine /play- doh / plastelini .

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basic topics
Basic Topics

Pre-school

  • Structure of plants
  • Conditions for life of plants
  • Recognizing the differences between leaves
expected outcomes
Expected Outcomes

Pre-school

That 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.
activities
Activities

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)
materials
Materials

Pre-school

  • Plants
  • Water
  • Press
  • Play-Doh
  • Different kinds of leaves
teacher competencies
Teacher Competencies

Pre-school

  • Organisational skills
  • Effective questioning skills
  • Basic knowledge of the subject
teaching models
Teaching Models

Pre-school

curriculum links
Curriculum Links

Pre-school

  • Irish Primary School Curriculum

www.curriculumonline.ie

“recogniseand 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)

slide9

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
basic topics1
Basic Topics

PRIMARY

Teaching level:

  • Primary School children (10-12)

Topics:

  • The Greenhouse effect
  • Environmentalawareness
  • The role of the sun in the greenhouse effect
  • The role of society in the greenhouse effect
activities1
Activities

PRIMARY

  • 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

teaching materials
Teaching materials

PRIMARY

Videosfor 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

teacher competencies1
Teacher Competencies

PRIMARY

  • Basic knowledge of greenhouse effect
  • Organisational skills in order to form and guide the groups
  • Promote the discussion
reference to national curriculum
Reference to national curriculum

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.min-edu.pt/recursos/Lists/Repositrio%20Recursos2/Attachments/612/Prog%20_1CicloEB.pdf

‘Recognizetheeffectsofairpollution (greenhousegases, 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)

topics
Topics

Secondary

Teaching level:

  • Secondary School children (14-16)

Topics:

  • Carbonsinks/carbonsources
  • Plants as possiblecarbonsink
  • Wood as environment friendly building material
expected outcomes1
Expected Outcomes

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
activities2
Activities

Secondary

  • 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’

teaching materials1
Teaching materials

Secondary

Multi-media: internet, videos, photographs, articels

teacher competencies2
Teacher Competencies

Secondary

  • Flexibitity
  • Coachingskills
reference to national curriculum1
Reference to national curriculum

Secondary

  • 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.

recommendations for teacher training
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)