Group 3- ABSOLUTELY FAAAABULOUS! Topic: Colour and Light (Pre-school and Primary)

 To awaken the child's curiosity and awareness of light in their environment  To build on previously learned concepts relating to colour and light  To develop communicative and cooperative skills  To explore and investigate the composition of white light  To explore reflection and reflective objects in everyday life (Link to home)

The student will-  Explain that white light is made up of many colours  Identify these colours found in white light (Richard Of York Gave Battle In Vain)  Simply explain how a rainbow is created and its visibility  (Upper primary)- Describe the work of a prism in “breaking up” the white light  Discuss that light can reflect and bend/refract

 Concept- Light and colour  Whole Class  Small group work  Presentation and discussion

 Activity 1: To assess prior knowledge- Rainbow painting  Activity 2: Song-singing with colour cards- To learn the colours of the rainbow tCc tCc  Activity 3: Folklore story on rainbows

 Activity 4: Working with prisms- Demonstration by the teacher followed by hands-on exploration  Activity 5: Exploring simple refraction using a pencil and a glass of water  Activity 6: Creation of a rainbow- experiment-easiest-way-create html experiment-easiest-way-create html

 Evaluation- Pre-school and lower-primary: Invent a play to explain how rainbows are made and to show the colours contained within it. (This could be performed for parents)

 Mirrors  Prism  Paints  Story  Songs  Materials for exploratory investigations

 Subject knowledge  Ability to create and foster an environment that encourages questioning and critical thinking for students  Encourage diversity in the classroom (e.g. by having a multiplicity of answers to an open question- not just right/wrong)

 Design activities that are realistic to children´s abilities but challenge them  Observation skills- keep students on task and actively learning as well as for assessment

 Teacher should strike a balance between directing and facilitating his/her students  Teaching using a number of different approaches  Keep things simple for comprehension but at the same time, challenge the mental capacities of the children in tasks  Importance of questioning to promote higher and lower order thinking  Hands-on experience of students  Creativity!

Energy sources

Swedish Curriculum in Geography Teaching in geography should essentially give pupils the opportunities to develop their ability to: analyse how natural processes and human activities form and change living environments in different parts of the world, explore and analyse the interaction between people, society and nature in different parts of the world, assess solutions to different environmental and development issues based on considerations concerning ethics and sustainable development. (CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND THE LEISURE-TIME CENTRE 2011, p. 150) Teaching in geography should deal with the following core contentIn years 7–9: Climate change, different explanations for this, and the consequences of changes on people, society and the environment in different parts of the world. (CURRICULUM FOR THE COMPULSORY SCHOOL, PRESCHOOL CLASS AND THE LEISURE-TIME CENTRE 2011, p. 153)

Dutch Curriculum in Physics Subdomein B3: Elektromagnetisme The student is able to describe magnetic and electric fields, and explain and analyse electromagnetic phenomena. Subdomein C3: Arbeid en energie The student is able to use the concepts of work, energy conversion, conservation of energy and calculate the efficiency of energy conversions. Subdomein D2: Thermische processen The student is able to calculate the amount of heat that is exchanged between systems and describe the different forms of energy transport that is involved. Subdomein E4: Radioactiviteit The student is able to describe the properties and the creation of ionizing radiation, applications of that radiation and their effects on humans and nature. And the student is able to describe the construction and the working of a nuclear power plant and the reactions at work. (Syllabus centraal examen 2012)

Learning outcomes Outcomes should fit in the curriculum’s described in the previous slides. The student will be enabled to: develop critical thinking find arguments and use them in a discussion be an active player in a role play describe the workings of different energy sources (i.e. solar energy, burn of fossil fuel) do calculations with

Activities for 13 and 18 years old Learn about sources (nuclear, wind, water) Specialise in their own topic First discussion in whole class Role play General discussion with both parents and students (18) Conclusion Compare (for 18 years student)

Activities for 13 and 18 years old Learn about sources (nuclear, wind, water) Specialise in their own topic First discussion in whole class Role play General discussion with both parents and students (18) Conclusion Compare (for 18 years student) Parents Argumentation skills Roleplay JigSawwy Argumentation skills Learning content Critical thinking Learning content

Grading Learn about sources (nuclear, wind, water) Specialise in their own topic First discussion in whole class Role play General discussion with both parents and students (18) Conclusion Compare (for 18 years student) Parents Argumentation skills Roleplay JigSawwy Argumentation skills Learning content Critical thinking Learning content General observation Standard test Specific observation

Teacher training and Evaluation What? Do the students like this way of working? What knowledge have the students developed? Do all student succeed in learning? How? Surveys Continuous assessment Evaluation How? Follow a workshop Make their own material with colleagues. Cooperation with experienced teachers Training

Didactical analysis Why? - Learn about different energy sources - Create opportunities to cooperate between subjects and show the importance of that for the students - Improve critical thinking and introduce it (13 years old) as a part of life - Improve the argumentation skills What? - Different energy soruces - Argumentation in whole class / group - Comparsion (18 years old) How? -Introduction by the teacher - Class discussion - Role play - Role play with parents (18 years old) - Comparsion with previous time (18 years old)

IP Conclusion The IP program has showed how different types of subjects can cooperate between the boundaries and create a way to see things in a different perspectives. Encourage critical thinking in students (be the backpacker) Develop enquiry skills- observing, asking questions, suggesting explanations, predicting outcomes, planning investigations or experiments to test ideas and drawing conclusions um/Social_Environmental_and_Scientific_Education_SESE_/S cience/ um/Social_Environmental_and_Scientific_Education_SESE_/S cience/

Parental involvement should be encouraged Importance of field work and investigation of local environment Play and drama and its role in learning, particularly for the younger years Teacher should be open- use of different approaches Foster discussion/argumentation skills Jigsaw method Museums- experimentation, learning outside the classroom

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