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Clár Tacaíochta don Churaclam Bunscoile Primary Curriculum Support Programme

Clár Tacaíochta don Churaclam Bunscoile Primary Curriculum Support Programme. SESE : Science 2002 - 2003. Plan for the day. Introduction Break LIVING THINGS Lunch ENERGY & FORCES: Electricity & Magnetism. Aims of Session. To introduce the curriculum for SESE : S cience

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Clár Tacaíochta don Churaclam Bunscoile Primary Curriculum Support Programme

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  1. Clár Tacaíochta donChuraclam BunscoilePrimary Curriculum Support Programme SESE : Science 2002 - 2003

  2. Plan for the day • Introduction • Break • LIVING THINGS • Lunch • ENERGY & FORCES: Electricity & Magnetism

  3. Aims of Session • To introduce the curriculum for SESE : Science • To become familiar with the structure and content • To engage in activities while working scientifically

  4. Social, Environmental and Scientific Education (SESE) History Working as an historian Geography Geographical investigation skills Maps, globes and graphical skills Science Working scientifically Designing and making

  5. Key Features • Please look at the pictures on page 80 and on the back of pages 3 and 29. (Teacher Guidelines) • What messages about the science curriculum are conveyed?

  6. Key Features …. Children's own ideas are the starting points for all scientific learning and teaching

  7. Key Features • Children’s ideas as starting point • Practical investigations are central • Using the local environment • Integration and linkage • Balance between knowledge and skills • Spiral & Menu curriculum • Science for ALL -- Jnr Infs - 6th class

  8. Working Scientifically Living Things Materials Attitudes Attitudes Designing & Making Environmental awareness & Care Energy &Forces

  9. Working Scientifically • Questioning • Observing • Predicting • Investigating & experimenting • Estimating & Measuring • Analysing…sorting & classifying • Recording and communicating (Exemplar 10 p56Teacher Guidelines)

  10. Fair Testing • What do I want to measure? • What do I keep the same ? • What do I change ? Teacher Guidelines p.20

  11. What happens to things in water? • What are we trying to find out? • How will we investigate? • How will we make sure our test is fair? • TG p 125

  12. Investigation • Design your experiment • Examine the materials. Don’t taste • Predict which will dissolve best • Carry out the experiment • Record your results

  13. Working Scientifically • Questioning • Observing • Predicting • Investigating & experimenting • Estimating & Measuring • Analysing…sorting & classifying • Recording and communicating (Exemplar 10 p56Teacher Guidelines)

  14. Safety & Gender Issues • Caution regarding sampling ingredients. Don’t taste. • Washing hands • Use plastic rather than glass • Gender… Science for all.

  15. Children Learn Best When They…. • Have hands on experiences - observe / touch • Work in groups / plan • Are provided with opportunities inside and outside class • Explore / Investigate • Learn from each other/Teacher/community

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