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Periscope Incompletely fabulous

Periscope Incompletely fabulous. Rationale and core concepts 2. Description of the activities 3. Target group 4. Materials 5. Setting of the class 6. Space and time 7. Didactics. 1. Rationale and core concepts.

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Periscope Incompletely fabulous

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  1. PeriscopeIncompletelyfabulous Rationale and coreconcepts 2. Description of the activities 3. Target group 4. Materials 5. Setting of the class 6. Space and time 7. Didactics

  2. 1. Rationale and coreconcepts • Howmirrors and reflection work (to usemoremirrors for example) • How light travels in a straight line • The rotation of the mirrors • Theydiscover the way of learning by using and making a periscope

  3. 2a. Description of activities • Starter activity:(To introducethem to the concept of reflection and the angles of mirrors) • Firstly, the teacher start to demonstratehowthe laser reflects at the mirrors • Teacher and students together are going to discover the 90 degreesangle (and otherangles as well) • Introduceparallel, convergent and divergent linesthrough the demonstration

  4. 2b. Descriptionof activities • Main activity: (Making the periscopes in groups in school) • The children will make a group periscope, working together with the teacher • Each child will have the opportunity to work with the periscope and see how it works by studying it more closely. • The teacher will give the students tasks to complete using their periscope e.g. looking around the corner to view a hidden object.

  5. 3. Target group • School Students cooperating in groups • Home Parents and children working together

  6. 4. Materials Creating the periscope • Kitchen roll/ Pringles tubes • Plane mirrors • Scissors • Pictures of periscopes Materials can be collected by parents at home

  7. 5. Setting of the class • Starter activity: Wholeclass with the teacherdemonstrating • Making the periscopes: Cooperative group work • Home: Working with parents, usingmirrors and changingangles to show the relationshipbetweenreflection and the angle of the mirrors in theirhome.

  8. 6. Space and time Space : • Demonstration inside the classroom • Activities in school (outdoor and indoor) and at home • Discussion about mirrors and reflection begun in school by teacher with students and developed at home by parents Time: • 20 minutes to demonstrate • 30 minutes to make the periscope • 20 minutes to partake in activities using the periscope and exploring how it works

  9. 7. Didactics WHAT? • Construction of periscopes • Cooperation • Importance of angles of mirrors • Understanding and following instructions WHY? • Applying this to the real world (understanding the world aroundthem) • Understanding complex concepts by hands-on experiencei.e. learning by doing HOW? • Understand how mirrors and their reflections work and the creation of a periscope.

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