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Primary Science Curriculum Activities with Sensors: Difference between revisions
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Primary Science Curriculum Activities with Sensors (view source)
Revision as of 15:40, 28 September 2012
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{{Rinfo | {{Rinfo | ||
|type= Lesson idea | |||
|attribution={{Data Harvest}} | |attribution={{Data Harvest}} | ||
|title=Primary Science Curriculum Activities with Sensors | |title=Primary Science Curriculum Activities with Sensors | ||
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|subject=Science | |subject=Science | ||
|resourcenumber=SC0057 | |resourcenumber=SC0057 | ||
|age= Primary age 7-11 | |age= Primary age 7-11, Primary | ||
|content=A ideas booklet by UK company ''Data Harvest'' which shows the scope for using sensors in primary science. Ideas include comparing bowls of porridge based on the story of Goldilocks and comparing the fabric transparency of curtains. Each activity has a teacher page with learning objectives as well as a student page which often ask them to reflect and apply what they have discovered. | |content=A ideas booklet by UK company ''Data Harvest'' which shows the scope for using sensors in primary science. Ideas include comparing bowls of porridge based on the story of Goldilocks and comparing the fabric transparency of curtains. Each activity has a teacher page with learning objectives as well as a student page which often ask them to reflect and apply what they have discovered. | ||
ICT-based worksheets generally seem to include more instruction than other kinds of activity. A point to reflect on is the amount of detail that a worksheet needs. Do first time users and experienced users need a different level of support? What is there to gain, or lose, by holding back on detail? | ICT-based worksheets generally seem to include more instruction than other kinds of activity. A point to reflect on is the amount of detail that a worksheet needs. Do first time users and experienced users need a different level of support? What is there to gain, or lose, by holding back on detail? | ||
