1 / 22

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:

talon
Download Presentation

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

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  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

More Related