Forum Replies Created
-
Posts
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
I really enjoyed this module. I’m currently working on a cluster group to create a Sensory Garden for our school so I found all of the information in this module really practical and exactly what I needed.
I really enjoyed finding practical resources that I can use with my class and pass on to other teachers. The Mini Beasts Safari Challenge, the information about trees, the leaf identification challenge and the information about Phenology are all things I look forward to using and referring to. I also loved the suggested activity on the Wildflower Walk and the guide for creating natural bird feeders. I am actually excited about getting back to school now to get started.
Map Making for Infants
I would begin by reading What the Ladybird Heard by Julia Donaldson. It describes Hefty Hugh and Lanky Len’s cunning plan to steal the fine prize cow from the farm. The cunning plan involves a route around the farm, defined by the animal noises and shows the route they take on the map.
From there I would re-create the map of the farm on the white board with the pupils.
After this I would bring the pupils outside and allow them to source natural items from the outdoor environment and allow pupils in pairs create their own maps of their own farms.
I would then use one of the point to point orienteering activities from PSSI PE lessons (based on 5 farm animals) and asks the pupils to draw the map of the 5 clues and their route from each point to the next point.
Love these ideas Emily – especially the letter writing. I would love to see the pupils in my class attempt that – a perfect opportunity to assess and observe the pupils too.
My lesson would be with an 1st class and we would look at the use of mirrors and how they reflect.
1. Make the room as dark as possible. Ask the pupils what will happen when I shine with the flashlight on the mirror.
• Usually somebody will say that the light reflects and
that there will be a light spot on the ceiling.
2. Do this or let one of the kids do it. The prediction is
right, we will see a light spot on the ceiling. How come?
• The light reflects.
• What happens when you move the flashlight?
The spot moves too.
• If you shine the flashlight from directly above
the mirror, where will the light spot be? (Let
them predict first and then try).
• If you shine the flashlight almost flat on the
mirror, where is the spot then? First predict,
then try.3. Make a drawing on the blackboard with mirror,
flashlight, and light ray.
4. What happens if you keep the second mirror in the light beam that
bounces of the first mirror?
• Predict first, then let somebody help to demonstrate this.
• Keep the second mirror reasonably close to the first mirror.
• How well it works depends on the brightness of the flashlight and how
dark the classroom is.
• Direct the second mirror to a place on the wall where you can see the
light spot very well. Just try out where it will be very visible.
5. Take the mirror ball and shine on it with a flashlight (figure). You will
get a pattern with many light spots. Turn the ball and you get the disco
ball effect.
• How does this pattern form? All small mirrors!
• Each tiny mirror will reflect the light of the flashlight in a different
direction. Think of a flashlight and the mirror tile. When you change the
position of the mirror tile, the direction of the reflected beam changes.The students can then try out some of the activities in small groups. They can try out of the mirror ball. The students can try out with a flashlight
in a dark part of the room. If the sun is bright, they can also try out in
the sun.
