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Funded by the AstraZeneca Science Teaching Trust

Books And Stories In Children’s Science. BASICS Project. Funded by the AstraZeneca Science Teaching Trust. Millennium Integrated Primary School P.3 Mrs Finn Magee. BASICS Project. Topic: Theme: ‘The Electrician’s Academy’. ELECTRICITY. The Electrician’s Academy: Big Book.

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Funded by the AstraZeneca Science Teaching Trust

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  1. Books And Stories In Children’s Science BASICS Project Funded by the AstraZeneca Science Teaching Trust Millennium Integrated Primary School P.3 Mrs Finn Magee

  2. BASICS Project Topic: Theme: ‘The Electrician’s Academy’ ELECTRICITY

  3. The Electrician’s Academy: Big Book Using A Class Big Book Why? • Limited resources • Constructing own book ensured relevance to topic What it consisted of: • Story providing Job Task • Learning Intentions • Record of work • Illustrates progression • Means of concluding lesson

  4. The Electrician’s Academy: Lesson’s Covered Week 1 Friday 25th April -Health and Safety Course Week 2 Thursday 1st May -Making a simple circuit Friday 2nd May -Complete/ Incomplete Circuits Week 3 Thursday 8th May -Conductor’s and Insulators Friday 9th May -Making A Lighthouse (Part I) Week 4 Thursday 15th May -Making A Lighthouse (Part II)

  5. Lesson Outline Introduction: Book/ Job Task Development: Work with components, build circuit. Conclusion: Record Circuits Big Book Introduced task, set out learning Intentions. Put task into context and made it relevant. Introduced new language. Task Class given time to work with components Familiar with how components worked Made circuits with ease Success created confidence and boosted morale Children intrinsically motivated by completing job. The Electrician’s AcademyLesson: Making A Simple Circuit

  6. The Electrician’s AcademyResponses/ Discussion throughout the lesson • ‘Look Miss Thompson we made a circus!’ • ‘We have to share ideas then if someone gets stuck then another person will know the answer’. • 'Miss Thompson we didn't want to waste the battery so we took the batteries out of the circuit' • 'If I had a switch I could turn the light on and off whenever I wanted to’. • 'We can turn the light off and on coz the battery is pulled away from the connection' . • 'We have to attach everything up in a circle for the electricity to move around’. • ‘Circuits are when we put batteries and bulbs together with wires'.

  7. Lesson Outline Introduction: Book/ Job Task Development: Test Materials Conclusion: Sort Materials Big Book Introduced task, set out learning Intentions. Put task into context and made it relevant. Introduced and supported new scientific language. Task Pupils applied their previous knowledge of making circuits. Feeling of real purpose to this lesson seen in children’s discussion. Remained engaged and enjoyed what they were doing. Evidence of self directed learning - test their own materials available. The Electrician’s AcademyLesson: Conductor’s and Insulators

  8. The Electrician’s AcademyResponses/ Discussion throughout the lesson • 'I would send the conductors back to the factory because they would be the best for making wires'. • 'my sharpener and my key ring would make great wires for the factory.‘ • ‘Conductors would make good wires and insulators would not make good wires’. • ’We need the space in between the wires so that we can put our materials in there to test them'. • 'Insulators stop electricity going round the circuit, that’s why the bulb won't light‘. • 'There's plastic around the wires so that I don't get shocked when I touch it (the wire)‘. • 'Water is a conductor, that’s how we lit the ball up (the ghost ball) coz we have water in our body’.

  9. The Electrician’s AcademyWhy did it work so well? • Use of a theme. • True to life. • Context made it easy to understand and relevant. • Work very practical, increased enjoyment. • Collaboration and discussion aided learning and understanding. • Pupils responsible for own learning. • Very little T.T.T (Teacher Talking Time).

  10. The Electrician’s Academy:In Conclusion By the end of the course the pupils were able to: • Develop safety rules when working with electricity. • Make Circuits with and without a switch. • Understand concept of conductors and insulators. • Draw and record circuits. • Comprehend why circuits may or may not work and the factors affecting the completion of a circuit. Pupils also developed a wide range of scientific language as well as improving and expanding their knowledge of electricity in general. Their level of understanding was remarkable for their age.

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