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by Eve Porter2 views·Updated May 19, 2022
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  1. over my four weeks of placement in the P six class,
  2. I took a range of different science essence
  3. to engage the Children within their topic.
  4. The topic as a whole this year was there em burst, as you can see in our classroom.
  5. But
  6. the Children were specifically interested in the water cycle and kept asking
  7. me questions on this to us. Decided to take this interest on
  8. into our science lessons to answer
  9. those questions that they hade.
  10. So in my first lesson,
  11. we looked specifically at the water cycle on D Did
  12. this lesson on a water cycle in a bag.
  13. So we looked at the different
  14. processes of evaporation condensation on precipitation
  15. Esso To begin with,
  16. we arranged the water cycle on the board as a class just like this one on screen,
  17. and the Children had already learned this.
  18. So the purpose of this was sort of drug, their memory
  19. on to remind them of the processes and to see if they themselves
  20. could remember. The process is so after this was drawn on the board,
  21. we put it onto a zip lock bag s 08 Children.
  22. You got a Ziploc bag themselves on that they drew
  23. on the water cycle are seen on the screen.
  24. So
  25. after they had drawn this on their bag, I walked around the class with a jug of water
  26. on. Felt up
  27. on they filled up there.
  28. But I know I didn't want them to go to the stink because I
  29. thought this would cause a lot of curing and waiting and bite on.
  30. I also didn't want
  31. Yes, so I just decided Tiu, come on with the jug on. This meant
  32. that it was all done at their to ask,
  33. and it went a lot smoother and the casting assistant help me with us on.
  34. Then they put food colouring in their water investment that they
  35. could see the processes that would be happening throughout the day.
  36. So then the bags were stuck on the window, as you can see on screen
  37. on.
  38. Then the Children were able Toulon inquiry
  39. schools of observing throughout the day on,
  40. they were also asking a lot of questions,
  41. which is another inquiry school that they were developing.
  42. So then in the plenary,
  43. at the end of the day
  44. they were
  45. they was able to get to Children's learning. They're getting them to arrange.
  46. The process is on the board on this meant that I
  47. could tell that not only had they enjoyed the last,
  48. but they're also learned about from it on.
  49. Then we just observed it throughout the day
  50. on
  51. and talked about the different processes that were happening. Now it may be, too.
  52. Move this lesson further on to develop more inquiry schools.
  53. I will get them to record this data and maybe talk about it more with their peers
  54. of what they thought was happening and why they thought it was happening.
  55. So after this, we moved on to the second lesson, which was the re in cloud experiment.
  56. So in this experiment we discovered the process of rain
  57. exploring high and while occurs on coming up with different hypotheses
  58. that is very important for Children to be coming up with these hypotheses.
  59. A zit helps develop the inquiry skill of predicting.
  60. So we did this as a class
  61. on bond. It linked in well with the water cycle that we've been doing previously.
  62. So I showed the Children that items that we would be using
  63. for this experiment one by one by taking them out of the box
  64. on. As I took them out, the Children were guessing
  65. on protecting of what we were going to do it with ease.
  66. And
  67. this equipment and some of the gas is rightly quite accurate.
  68. So
  69. we came up with her policies and then impairs
  70. They began doing this experiment, which you can see on the screen.
  71. So
  72. they started by getting a job full of water and then putting shaving
  73. foam on top and then with a pipe at dropping and counting,
  74. the food colouring drops on top.
  75. So they started with blue food colouring.
  76. And then they added Redford calling and you can see
  77. the red food colouring coming in on the screen.
  78. There
  79. s o this help their inquiry schools of observing And they were asking questions.
  80. They're out.
  81. So this was a very valuable lesson which the Children of thoroughly enjoyed.
  82. It worked well already having the water and the jogs like the last experiment.
  83. There was no queues, and there was no water spelling at the desks.
  84. In the plenary, the Children had to explain
  85. what happened in the experiment and why it had happened.
  86. So just about the cloud getting saturated and when it was saturated,
  87. then the food colouring would fall into the water, just as it does with the cloud on
  88. the Earth.
  89. Overall, both lessons were very enjoyable for the Children on,
  90. I would do them a game for different costs.
  91. It could be expanded by incorporating different inquiry skills,
  92. such as encouraged them to record data as they went.
  93. But overall,
  94. I love doing these lessons on I hope to do the Mickey and on my next year's placement.