Thomas Acton Bishop 27 November 2011

ICT Across the Curriculum IWB Resource Assignment Notes to Slides

Overview
The slide sequence is designed to accompany the direct teaching segment of a Year Two lesson on series circuits. This will be taught as part of a medium-term planned unit on electricity, corresponding to Unit 2F of the QCA Schemes of Work for Science at KS1 and KS2. The key learning objective is for the children to understand how series circuits work and to know the dierence between complete and incomplete circuits. This objective will be promoted by the children making predictions about which circuits (complete or incomplete) will cause the bulb to light. The main independent/ group task will involve the children constructing simple bulbed circuits to test their predictions. The slides have been constructed around this main activity. It is assumed that the children will already possess some knowledge of electricity and how appliances are powered. The lesson is geared towards getting children to apply their knowledge of current and charge in a real context as part of the provision for Sc1 - Scientic Enquiry. Some of the slides will be taught from directly whereas others (for instance 7, 10, 12) will be used to scaold the group activities. Children can refer to these slides independently throughout the course of the lesson.

Slides
Slide 1: The children are introduced to the topic and meet Christopher Robot, a Voki-powered avatar. The avatar will enthuse the children as it is a novel feature and a way of introducing teaching content in a less predicable way. Moreover, his presence on every slide provides for narrative continuity in a medium that is is essentially non-linear. Slide 2: The ash applet indicates the childrens learning objectives and also provides their success criteria. The additional tabs are designed for the teachers use. Detailing the National Curriculum programmes of study and the cross-curricular links can help with planning (especially when returning to this topic at a later date). Furthermore, this information demonstrates the teachers command of planning in observations scenarios. Slide 3: A fairly simple interactive activity. The children volunteer to link the terms to their pictorial representations. This helps to assess existing knowledge and ensures the pupils are active from the outset. Slides 4/5/6: These slides build on the pupils existing knowledge of circuit representations and serve as placeholders for their group predictions. Here the IWB is being used as a recording device. Later in the

plenary part of the lesson, the earlier slides can be used to structure the pupils review and evaluation of their predictions.

Slide 7: This slide is mainly intended to be used indirectly and provides for dierentiation. After the children have tested their predictions, they will attempt to write a series of causal statements explaining why their predictions was correct/incorrect. LA children will nd the sentence starters useful in structuring their accounts whilst HA children can utilise the web resource to autonomously satisfy further interest in the topic. Slide 8: The ash resources contained on this slide are designed to provide a computer-based analogue of the practical activity. This may be useful in the plenary discussion where children can interactively illustrate and test their circuit arrangements. Again it provides for dierentiation because there are more components in the ash circuits. Thus HA children can use it to answer questions about and experiment with more complex arrangements. Additionally, in classrooms that are short of resources, the ash applets can conceivably be used in lieu of physical circuits. Slide 9: In the context of a real lesson, the images displayed will be digital photographs or short lms of the some of the childrens circuits, which can be quickly added to the slides by the teacher or TA during the group activities. Here the IWB is being used to promote assessment (possibly, peer-assessment) as the teacher can upload examples of good work and thus set an example to struggling children. (It will also encourage pupils who are working well and is a way of rewarding them for their eorts.) Moreover it provides an easy but fully adequate way of recording pupils work. (I have seen digital photography being used in this way in my placement school.) Slide 10: This slide (with innitely cloned circuit diagram components) can be used by the children to practice creating circuit diagrams or when converting informal representations into formal representations of circuits. Again this is another way of recording and assessing pupil progress. Slides 11/12: These slides, deliberately placed towards the end of the sequence provide the teacher with a way of consolidating the childrens knowledge of key scientic vocabulary. All electrical terms used throughout the slides link to Slide 12. Thus if a pupil is unsure in his/her understanding of certain terminology, the teacher can easily refer him to this. This also promotes autonomous, self-directed learning.

November 27, 2011

Building Circuits

We are learning to...

Meet Christopher Robot!

Name the parts of the circuit

Which circuits will cause the bulb to light?

Battery

Wires

Light bulb
e

Circuit A

Circuit B

Which circuits will cause the bulb to light?

Group

Recording Our Predictions

Prediction

Result

Abbie, Yoshi, Khalid Estelle, Robin, Nkasi

Circuit C

Circuit D

November 27, 2011

Explaining Our Observations
Testing Our Predictions

You can use the following sentences to help you: 1. I predicted that Circuit A/B/C/D would cause the bulb to light...

2. I thought this because...

3. My prediction was correct/ incorrect...

4. The bulb lit because...

Independent Learning
You can use the website below to find information that will help you explain your predictions and observations.

http://www.learningcircuits.co.uk/

http://www.bbc.co.uk/schools/scienceclips/ages/6_7/electricity.shtml

Representing Our Work

Estelle,'Robin,'Nkasi'

Abbie,'Yoshi,'Khalid'

Remembering Our Key Vocabulary

Glossary of Electrical Words

Battery: device that makes electricity by using chemical

reactions. Batteries are used to power many things, including cars, flashlights, toys, and watches.

Bulb: a device made of rounded glass used to

create electric light.

Current: the flow of electricity in a wire or other conductor

Electricity: a kind of energy that is used for light and heat
and for making things operate.

Prediction: a statement that something might happen or is

expected to happen