THIS IS THE END OF THIS BLOG…BUT THE BEGINNING OF WWW.ATRIPTOCLIL.COM
FROM NOW ON, YOU WILL FIND US HERE, WITH NEW UPDATES, ACTIVITIES AND BETTER INTERFACE.
HOPE TO SEE YOU SOON!
AQUEST ÉS EL DINAL D’AQUEST BLOC … PERÒ L’INICI DE WWW.ATRIPTOCLIL.COM
A partir d’ara ENS TROBARÀS AQUÍ, amb noves actualitzacions, activitats i una millor interfície.
ESPEREM veure-t’hi aviat!
Dear readers, teachers and friends. As we mentioned some weeks ago, this blog is about to change. The new WEBSITE is almost ready, and will be officially presented in September.
Meanwhile, here you have our first logo/banner. We will give more information about this project soon.
After two and a half years, this blog is ready for a change.
Change in terms of technology, in terms of aspect, design…
Hopefully in a few days you will have more news about this BIG CHANGE.
Do you want to collaborate in this change? Write us using comments or email us at email@example.com
This is a great Wiki with good CLIL resources based on ICT.
Here are a couple of lesson starters for “Light and sound” units. Enjoy! Found at: www.teachers.tv/
|Lesson Starters – KS2 Science
A lesson starter for KS2 science showing what life is like if you are partially sighted through an interview with Alex who is virtually blind due to a congenital condition.
||Light and Seeing
|Reinforce your pupils’ understanding of light and how it is inextricably linked to sight.
This short video provides KS2 science pupils with ideas on how different sounds can produce different responses.
A professor plays a variety of sounds to Sam his assistant. Sam then indicates how she feels about each noise with a smiley, sad or neutral face.
The sounds include a vacuum cleaner, alarm clock and bird warbler, helping pupils develop an understanding about the different emotional responses sounds can produce.
This lesson starter stimulates discussion as pupils think about why they like certain sounds.
Found at: http://www.teachers.tv/
Un extracte de la introducció:
In this book, we recognise that as a teacher or student teacher you may have to move quickly from a low level of personal knowledge and understanding of science to a much higher level, as well as learn how to teach it to others! The following chapters are based on the three things you need to know:
- what science the teacher needs to know and understand;
- what science the pupils need to learn; and
- effective ways to teach that science in primary classes.
In England, this means that pupils have opportunities to learn the science required by the National Curriculum (DfEE/QCA, 1999). For you as a teacher, we take that science further so that the book complies with the TDA (Training and Development Agency for Schools) standards for subject knowledge (TDA, 2007: Q14, 15) and suggests ways to teach science, including many references to science investigations, thus strongly supporting your achievement of TDA standards related to subject teaching (TDA, 2007: Q10, 25). This means that you can approach the teaching of primary science with increasing confidence. In this chapter, we outline basic principles and ideas about teaching science that will set you on the right path to help you experience early success. The most important contributors to this success will be your own commitment to learn, reflect, and act to further pupil learning.