Cárta Mistéireach / Céard é mise? Lean mise. Cluiche dúile fiáine do bheirt agus na cartaí céanna acu. 1.Suigh os comhair do pháirtnéir. 2.Cuir bac m.sh. leabhar mór idir an bheirt agaibh. 3.Cuir na cartái leis an bpictiúr le feiceáil taobh thiar den bhac Cárta Mistéireach / Céard é mise? Roghnaíonn an bheirt cárta agus cuireann siad ar leathtaobh é. Agus seansanna á ghlacadh, faigh amach trí cheistiúchán céard atá ag do pháirtnéir m.sh. An bhfuil cosa aige? An bhfuil sé crua? Cas suas na cártaí de réir mar a thuigeann tú nach féidir gur é atá ann. Buann an té is túisce a fhaigheann amach céard atá ar an gcárta. Lean mise. 1. Déan cur síos ar shraith cártaí do do pháirtnéir gan iad a ainmniú. 2. Socraíonn an páirtnéir na cártaí sa tsraith chéanna 3. Bain amach an bac agus cuir i gcomparáid iad . An ndearna tú cur síos maith orthu? Ar éist do pháirtnéir go cúramach?

Gnáthóg Chladaigh Sóisir: Grúpáil agus sórtáil Sinsir: Chluichí le cártaí Sóisir agus Sinsir: Roghnaigh sliogán agus tarraing léaráid ón mbreathnóireacht. Déan comparáid agus plé ar ‘roimhré’ agus ‘i ndiaidh’ de léaráidí na bpáistí ar phlandaí agus ar ainmhithe an chladaigh. Breathnaigh ar ‘leabhrán an chladaigh’ chun eolas a bhailiú ar an sliogán. Bíodh plé ar an mbealach ina bhféadfaí é seo a chur in oiriúint do staidéar gnáthóige i do imshaol áitiúil féin. Language: Sorting game – Free play first – often children sort imaginatively e.g. monsters, baddies, goodies – Teacher can build on this by asking children to describe their set, giving them the language to describe objects. Teachers questions will guide children’s observations – giving them the language to describe plants and animals in outdoor habitats. Science Teacher Guidelines: p. 57 Opportunities to visit and explore a range of habitats in the local environment are central to the development of children’s ideas about the diversity and life processes of living things. During the early years it is recommended that children study small areas, so that their attention is focused (Quadrat). The extent of the habitats and environments that the child will study and explore will increase as the child grows older. Junior classes: tree, grassy area, pond, create own habitat e.g. log and stones Middle classes; habitat study based in areas where children live and play e.g. woodland, stream, waste ground Senior classes: Study a habitat in locality – and compare and contrast with one in a more distant place, e.g. deciduous forest and coniferous forest. The progressive expansion of their habitats explored reflects the child’s developing ability to work in the environment and his/her understanding of a widening range of scientific concepts and methods of working. During preparatory work (on habitat studies) in the classroom – use of secondary sources such as photos and pictures, can be used to identify a limited number of plants and animals they may observe in their local habitat. This gives the children the language to describe their findings when out in the habitat. Science Teacher guidelines p. 65 Teachers questions will guide children’s observations – giving them the language to describe plants and animals in outdoor habitats

Sortáil agus rangú. Inis dom faoi do thacar. Conas mar atá siad mar an gcéanna? Cén fáth go mbaineann siad le chéile? Faigh rud éigin atá éagsúil. Cén fáth nach mbaineann sé? Aimsigh bealach eile le do thacar a shortáil.