P R E M U S Final Presentation Pantelitsa Ria Elaine Martijn Ulrika Sónia

The lesson(s) are based on the Greek workshop Guiding light by means of mirrors Pre-school

Reflection and Shadows Pre-school Expected outcomesBasic topicsActivities 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 Constructivism Active 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 Shadows Pre-school Expected outcomes Basic topicsActivities 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- outube.com/ watch?v=8RY 8A-- ZUGc&featur e=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

References The 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) ent&view=article&id=555&Itemid=364&lang=en edu.pt/ensino-basico/metas-de- aprendizagem/metas/?area=14&level=2 ns

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 CO 2 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: sgg8bampk_n11vg41h1h4i9qe/vikzlxeh8gri/f=/bestand.pdf sgg8bampk/vikzllix09re/f=/scheikunde_vwo_2012_ 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 Recommendations For teacher training