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How do we see the candle? Think about your ideas.

How do we see the candle? Think about your ideas. Themes of lecture. Contexts to support inclusion Multi-cultural or Anti-racist? Differentiation/personalising learning Your subject knowledge of Light. Contexts? Festivals and celebrations:

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How do we see the candle? Think about your ideas.

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  1. How do we see the candle? Think about your ideas.

  2. Themes of lecture • Contexts to support inclusion • Multi-cultural or Anti-racist? • Differentiation/personalising learning • Your subject knowledge of Light

  3. Contexts? Festivals and celebrations: Divali, Eid, Hanukkah, Ramadan, Christmas, Wesak, Santa Lucia Bonfire night, Birthdays Local history – coal mining The Victorians

  4. Do children have experiences of darkness? moon

  5. Big Pit

  6. “After school in the afternoon I go to the well again with my friends, to fetch water, … After that I light a fire in the house so that I can see to read my book...” Fati, Mali (source: Oxfam)

  7. Where is the most light? Why is this?, Is it a good thing to make so much light? Source: NASA Earth at night

  8. How do we respond to the ideas we elicit?How do we personalise learning in science ?

  9. The next 6 slides I used were based on children’s drawings showing their ideas about shadows and how teaching responded to these. Now published in Howe et al (2005, 2009) Edition Science 5-11 A Guide for teachers. London David Fulton. I do not have permission to reproduce them here.

  10. Differentiation/personalisation strategies • Literacy demand (children’s recording) • Numeracy demand • Conceptual demand of a task • Science processes demanded of a task • Degree of independence expected • Distribution of teacher/adult time • Grouping of children: collaborative, individual, pair, ‘attainment’

  11. Hillfields Primary School, Bristol CREATIVE PARTNERSHIPS PROJECT • Shadows and silhouettes • dance • Projection – texture, colour, mixed sources • Supported Bilingual Children

  12. Differentiation/personalisation strategies continued • Context – relevance to children • Use of language, vocabulary – ‘tuning in’ to children and staying on the same wavelength • Finding alternative ways of developing and sharing meaning e.g. bodily kinaesthetic

  13. Light Travels in straight lines

  14. What is Light? A wave? A stream of particles (photons)? Wave-particle duality

  15. When light meets a material – it might: • Go through (and sometimes bend) • Bounce off - reflect (Evenly, or be dispersed) • Be absorbed (fully, or partially)

  16. Using a datalogger to measure reflected light

  17. x-rays, gamma rays Microwaves, radiowaves

  18. Colour of objects We see a black box We see a blue box Other colours absorbed all colours absorbed

  19. Ideas about how we see things Euclid Parallels with Greek and Arab thinkers http://www.youtube.com/watch?v=Zug25gntbvc&feature=related Plato Al hazen

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