SimonKnight: Created page with "'''Developing language using light (SC0030)''' In Key Stages 1 and 2, science is often taught in specific science topics or as part of a larger, broader the..."

2012-09-17T14:39:32Z

Created page with "<center>'''Developing language using light (SC0030)'''</center> In Key Stages 1 and 2, science is often taught in specific science topics or as part of a larger, broader the..."

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<center>'''Developing language using light (SC0030)'''</center>

In Key Stages 1 and 2, science is often taught in specific science topics or as part of a larger, broader theme. In such topics and themes there are opportunities for the whole class to be involved together. A variety of approaches is possible and discussion between the children and with the teacher is enhanced. Once the focus for the topic or theme has been identified, appropriate teaching and learning activities can be planned. The opportunities for language development are best highlighted at this stage, because this draws attention to the resources required and the experiences to provide. Here is an example:

'''Focus for enquiry: LightKey Stage 2: Year 4'''

{| style="border-spacing:0;"
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| '''Teaching point'''
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| '''Teaching/Learning activities'''
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| '''Opportunities for language development'''

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Light travels from a source
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| - Look and compare a collection of light sources.

- Consider how we can tell that light travels from these sources
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| - Talk about and describe different sources of light suggested by the class

- Creative writing: ‘If I could see around corners…’

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Light cannot pass through some materials and this leads to the formation of the shadows
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| - Identify some objects which make shadows and some which do not- Create, observe and compare shadows

- Investigate shadow lengths in relation to the position of, and distance from, the light source- Make a sun stick

- Construct a shadow theatre
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| - Talk about how shadows are formed, using specific vocabulary (transparent, translucent, opaque)

- Make comparisons, ‘If I move the object further away, the shadow becomes…’

- Discuss a plan for the investigation and decide what is to be done and by whom- Find out more about the motion of the sun and the earth- Write a script for a short play and present it to the rest of the class

|-
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| Light is reflected from surfaces, e.g. mirrors, polished metals.
| style="border-top:0.018cm solid #000000;border-bottom:0.018cm solid #000000;border-left:0.018cm solid #000000;border-right:none;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| - Look at a collection of reflective materials and objects including road safety reflectors

- Look at reflections in mirrors, mirror writing, mirror maze
| style="border:0.018cm solid #000000;padding-top:0cm;padding-bottom:0cm;padding-left:0.191cm;padding-right:0.191cm;"| - Articulate the difference between light sources and reflectors

- Use language precisely in a poster to convey road safety information

- Describe reflections and mirror writing, contrasting them with real objects and writing

|}

Developing Language in Primary Science/Using Light - Revision history

SimonKnight: Created page with "'''Developing language using light (SC0030)''' In Key Stages 1 and 2, science is often taught in specific science topics or as part of a larger, broader the..."