PPRREEMMUU SS

Final Presentatio

n

Final Presentatio

n

Pantelitsa Ria Elaine Martijn Pantelitsa Ria Elaine Martijn Ulrika Ulrika SóniaSónia

The lesson(s) are based on the Greek workshop

Guiding light by means of mirrors

Pre-school

Reflection and ShadowsPre-school

Expected outcomes Basic topics Activities Teaching materials

Teacher’s competences

The children can direct the light to a hidden object

The children will observe light travelling in a straight line

The children will link the scientific activity with society (their home) The children will refine their motor skills

Reflection,Mirrors

Small groups The children will learn through ConstructivismActive Learning

Cooperation- working together to come up with a solution.

•There is a ‘dog’ (the torch) that needs to find his food. The children should use mirrors to guide the dog to its food. •The children, with the help of their parents, will list some of the reflections they see in their daily lives•The children will create a poster showing objects which reflect and those that do not.

•Scale model of a garden, with bushes, shed, trees, bench, fence etc. •Mirrors•Light source (torch)•Card•Art Supplies

Motivator

Facilitator

Must be able to explain the topic in a simple way.

Reflection and ShadowsPre-school

Expected outcomes

Basic topics Activities Teaching materials

Teacher’s competences

•Τhe children will observe the effect of sunlight on a non transparent object •The children will be able to explain how shadow theatre works.•The children will construct their own shadow theatre.

•Light and Shadows•Absence of light

•Whole class discussion•Individual class and home work•Small group work

•Cooperative learning and group work

•Active Learning•Constructivism

•The children will watch the video about shadows and carry out a short discussion about them•The children will then observe their shadow in the playground- long/short•The children will repeat this activity at home and observe the differences•The children will also observe the shadows of a variety of objects.•The children will create their own shadow theatre based on the Greek Theatre of Shadows (Karagiozis)

•Sunny Day •Playground•Dark night•Youtube Video-http://www.youtube.com/watch?v=8RY8A--ZUGc&feature=related •Variety of objects•Lamp•Screen•Puppet figures

Motivator

Facilitator

Must be able to explain the topic in a simple way.

The Irish Primary school curriculum states that children of ages 4-6 should be enabled to:

• “Discuss differences between day and night, light and shade” and also

• “ Explore how shadows are formed”

The Greek school curriculum states that:

• Children should be able to express their ideas about the topic and talk about them with their classmates

• Recognize the phenomenon

The European school curriculum states that:

• Children should develop their imagination and creativity through a variety of different activities (play, movement, art )

We also took ideas from the Greek and Italian workshops and lectures.

References

Primary school

Learning outcomes

• Know that we can have a sense of time without using the clock.

• The children should be able to see what other ways a person can use in order to know the time.

• The students shall be able to see that while one country has night another country has day.

• The students shall also be able to see why this happens and explain why.

Basic topics• Light

• Shadow

• Interview

• Argumentation

• Experiments

Basic topics (2)

Activities• Introduction

• The students will make a clock with the help of the sun.

• The students interview older people about how they could know the time before.

• Working with day and night by using a globe.

• Home assignment use the flashlight on other objects to experience light and shadow.

• Discussion

Teaching materials• A stick

• A globe

• Light

• Questionnarie (for the interview)

• Other things (to work with shadows)

Teacher's competences• Knowledge of the concept and topic.

• Guider

• Facilitator

ReferencesThe students:

will be aware that the sun is the major source of light.

can see the relation between the earth and the sun.

can use the position of the sun as a clock.

get knowledge of the community and can draw parallels between the past and the present.

References (2) http://www.nap.pi.ac.cy/index.php?option=com_content&view=article&id=555&Itemid=364&lang=en

http://www.metasdeaprendizagem.min-edu.pt/ensino

-basico/metas-de-aprendizagem/metas/?

area=14&level=2

http://www.skolverket.se/2.3894/in_english/publicati

ons

Teaching module of Eindhoven

Most subjects of the lectures are covered

We can not do better in 2 hours :)

Secondary school

Scientific literacy (e.g. Sweden)

Learning theory

• context based learning

• affective domain

• higher levels of the cognitive domain

(structuring, applying and analysing)

• → discovery learning (Greece)/ cognitivism /

constructivism

Rationale

Expected outcomes The expected outcomes are numerous, some of them are:

• The student can describe the need to change to sustainable energy production and is familiar with terms as greenhouse effect and climate change (Sweden)

• The student can argue why most of the potentially sustainable energy sources can be traced back to the sun (Cyprus)

• The student can give a schematic representation of the carbon cycle (Portugal)

• The student can explain the role of photosynthesis in the carbon cycle and why CO

2 that is the result of the combustion of biomass

does not necessarily contribute to the greenhouse effect (Portugal)• The student can relate the electrochemical cell and electrolysis

setup to a social context.• The student can give an example of how scientific solutions can be

utilised to diminish social and/or environmental problems (Ireland)

Carbon cycle

Light and energy

Solar cells

Electrolysis

CO2 capturing

Catalysis

Fuel cells and combustion engines

Basic topics

Information search, selection and interpretation

Group discussions

Minds-on lab work

Reporting

Activities

Module on the artificial solar tree

Information sources likes library /

internet etc

Lab work:• Standard lab material• Electronics (power supply, wires, multimeter)• Platinum wire• Nuts and bolts• CD-case

Teaching materials

Facilitating in a shared control strategy

Activating students to carry out learning functions

Monitoring

Providing feedback

Promoting congruence and constructive friction

Teacher's competences

Most of the expected outcomes were taken from the

Dutch syllabi for physics and chemistry:• http://www.examenblad.nl/9336000/1/

j9vvhinitagymgn_m7mvi0sgg8bampk_n11vg41h1h4i9qe/

vikzlxeh8gri/f=/bestand.pdf

• http://www.examenblad.nl/9336000/1/

j9vvhinitagymgn_m7mvi0sgg8bampk/vikzllix09re/f=/

scheikunde_vwo_2012_101021.pdf

References

More examples and practice in coaching and

facilitating

Elaborate on critical thinking / argumentation skills

(from various lectures)

Put more emphasis on the connection between

science and society

More emphasis on integration of different subject

areas, such as science and art, science and history

RecommendationsFor teacher training