Posted in TS1, TS3, TS5, TS7

Children’s Science Workshop

As part of our science major sessions we had the opportunity to deliver a workshop to local school children, based on the topic “Our Fragile Earth”. Children worked in small groups and visited the separate activities in the form of a carousel.

The activity that I ran was based on the effects that humans have on animals in their habitats, focusing specifically on the journey of a fish down a river and the pollution that it comes across.

The story was read to the children and at each stage they added substances, representing the pollutant, to the water. At the end of the activity, the foam fish was turned upside down and children were able to see the impact the pollution had on the fish.

This activity was aimed at KS1 children and allowed children to meet the observation ‘Working scientifically’ (DfE, 2013: 147) expectations. Children observed throughout the activity and were then able to use their observations to ‘suggest answers to questions’ (DfE, 2013:147).

Children worked collaboratively, discussing ideas and making suggestions. This encouraged children to challenge and defend their own and others opinions developing them both cognitively and socially.

TARGET: To use this activity within the classroom as a starter/plenary activity.

 

References

DEPARTMENT FOR EDUCATION, 2013. The National Curriculum in England. Key stages 1 and 2 Framework. London: The Department for Education.

 

Posted in TS1, TS5, TS7, TS8

Children’s Mental Health – Family Relationship Problems

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Mental health affects all aspects of a child’s development including their cognitive abilities, their social skills as well as their emotional well-being. It is therefore important that we support children ‘to be resilient and mentally healthy’ (Department for Education, 2014: 6).

One factor that can cause a deterioration and poor mental health in a child is the impact of family relationship problems. The picture above shows the research I have undertaken about the issue.

It is important as teachers that we are aware of the signs of distress that the children show and how we can use strategies to support them through this. We should always try to encourage positive mental well-being throughout every aspect within school.

TARGET: To continue with research around children’s mental health and ensure that when in the classroom, I create a safe and stimulating environment for children.

References

DEPARTMENT FOR EDUCATION, 2014. Mental health and behaviour in schools. Departmental advice for school staff.

Posted in TS2, TS3, TS4

Progression in Working Scientifically

In a recent science seminar we looked at how scientific skills can be developed through practical enquiries.

Enquiry skills include:

  • Raising Questions
  • Hypothesising
  •  Predicting
  • Using Observations
  • Planning and conducting investigations
  • Interpreting evidence and drawing conclusions
  • Communicating, reporting and reflecting

We can develop these enquiry skills by:

  • Providing children with opportunities to encounter materials and phenomena first hand.
  • Communication.
  • Providing challenging tasks whilst also providing scaffold support.
  • Teaching specific techniques needed for advancing skills.
  • Helping Children to record their ideas in ways that support systematic working and review.

Working scientifically includes:

  • Observing over time – Magic Flowers. Cut out a paper flower and fold the petals inwards. Place the flower in a tray of water and observe what happens. The paper absorbs the water up the petals causing the petals to drop and the flower to open.

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  • Pattern Seeking – Reaction Strips. Drop the strip and see how long it takes for your partner to catch the strip. See if the times get better or worse. Reaction times can be affected by many thing (e.g. tiredness, concentration etc.)

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  • Identifying, classifying and grouping – Animal Sort. Sort the animals in to groups. There are many ways in which animals can be sorted depending on your focus.

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  • Comparative and fair testing (controlled investigations) – Bubbles. Blowing bubbles. How do you make it a fair test? Same person would blow each time, at the same rate, same mixture of bubbles etc.

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  • Research using secondary sources.

 

It is important when teaching any science lesson that a working scientifically learning objective is included. This therefore allows the child to progress in both areas of science, developing their skills and knowledge.

 

Posted in TS1, TS3, TS4, TS5, TS7, TS8

Mud Glorious Mud – Westmorland County Show

As a reward for their good behaviour and progress in their work, Class 2 at Morland Area C of E Primary School were taken for a day out tothe Westmorland County Show.

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This may not have been a particularly appropriate reward for some children, however with the school being in a rural setting and many of the children from farming families, this was an ideal treat for the children – and an educational one too!

Th children visited the education tent, looked at the stalls and watched a very entertaining display by The Sheep Show (http://www.thesheepshow.co.uk/) learning about the process of wool. They also had the opportunity to get close to the animals learning about British Agriculture and the process of how the food that the children eat, reaches their plate; something that is not widely taught in schools.

For me, I benefitted from this experience as I was able to learn about the process of organising a school visit. The class teacher involved me throughout the whole process, increasing my confidence and encouraging meto arrange class visits in the future. The key aim throughout the organisation, and the visit itself, was keeping the children and adults safe throughout their experience.

Everyone (including myself) had a highly enjoyable day even with such atrocious weather and being covered in mud from head to toe!

TARGET: Arrange a class visit.

Posted in TS2, TS3, TS4, TS6

Application of Mathematics – LOTC

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It is all well and good for children to learn the skills and theory taught in maths, however if they do not know how to apply it, how can they use it in the future?

It is important that we consider the needs of all children within our lessons. Children with ASD tend to have difficulty in applying skills learnt to real life contexts and therefore we must approach this issue and give them the opportunity to link theory with reality. One approach for this is by taking children out of the classroom.

The specific example above shows an approach for taking a class of year 5 children to an airport with a specific focus on the measurement strand within the primary maths curriculum, although there are many cross-curricular links available to other subjects.

From just one setting there are many possibilities that will engage and motivate but also assist children in their learning. This will not just benefit the children cognitively but also socially and emotionally, with many of them increasing their confidence when in public places. We are encouraging children to think and reflect, being conscientious about their work and others.

 

TARGET: To continue looking at different approaches of encouraging children to apply theory learnt with reality.

Posted in TS4, TS5, TS7

We’re going on a nature hunt!

Having lived in rural Cumbria all of my life, being in the outdoors has been the norm. Many of the lessons that I can remember from my own time in primary school were the ones that took place outside; observational drawings and science investigations to name just a couple. I personally felt the benefits of being in the outdoors, but also from my reading of this particular area in education it is clear to see that there are great benefits for children’s learning and development that can be gained from the outdoors.

During my time helping at Morland Primary School I was given the opportunity to take the nursery children for a lesson. With the weather set to be fine, I decided to take the children outside to explore the school grounds and see what they could find.

Before leaving the classroom I made it very clear to the children that even though we were staying within the school grounds it was important not to run off and I needed to be able to see them at all times. This made for effective teaching and it also made it easier to communicate with the children. Setting out these behavioural expectations allowed the smooth running of the session.

The children were excited to be going outdoors and we started by visiting a pond in the school’s Wildlife Area. A couple of weeks previous to the session, the children had visited the pond and had seen tadpoles and this was therefor a time for them to see if the tadpoles had grown into frogs – unfortunately there were none to be seen! However this was a good opportunity to discuss with the children what the tadpoles would look like now and where they may have disappeared to. Following on from this children were left to roam in the Wildlife Area freely. I encouraged them to work together and collect natural items which they thought were interesting and would make a good picture. Allowing the children to roam freely increased both their independence and confidence to discover and explore. (I was always within eyesight of all the children.) Once the children had had time to explore, we moved down onto the school field, I asked the children to find twigs and branches from the field and use them to create the first letter of their names. For some this took them no time and therefore I asked them to try and spell their whole name. We collected our final natural items and headed back to the classroom.

Once back in the classroom, the children stuck what they had found on to paper, with some creating unique pictures out of the natural resources. The children seemed to thoroughly enjoy this activity and really embraced the outdoors.

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The children’s work… and the mess that comes with it!