A TASTY EQUATION FOR YOU…!!
IS THE ANTARCTIC REALLY THAT SIMPLE…OR… IS THERE MORE TO IT …?
AS THE ICY WIND BLEW THE GIRLS IN THE ROOM, WE STARTED OUR QUIZ…
TRUE OR FALSE….????
There really is a pole at the South Pole…
Antarctic Cod have a special ‘anti-freeze’ protein in their blood that stops them freezing up completely….
Using dogs to pull sledges ended in 1994 when all dogs were removed from Antarctica as part of an international agreement to protect the Antarctic environment….
CAN SOMEONE TELL THE POLAR BEAR WITH A HULA SKIRT THAT POLAR BEARS CAN’T DANCE …OR CAN THEY…?
Four to five chairs are arranged in an inner circle. This is the fishbowl. The remaining chairs are arranged in concentric circles outside the fishbowl. A few participants are selected to fill the fishbowl, while the rest of the group sit on the chairs outside the fishbowl. In an open fishbowl, one chair is left empty. In a closed fishbowl, all chairs are filled. The teacher introduces the topic and the participants start discussing the topic. The rest of the class outside the fishbowl listen in on the discussion.
In an open fishbowl, any member of the class can, at any time, occupy the empty chair and join the fishbowl. When this happens, an existing member of the fishbowl must voluntarily leave the fishbowl and free a chair. The discussion continues with participants frequently entering and leaving the fishbowl. Depending on how large your class is you can have each class member spend some time in the fishbowl and take part in the discussion. When time runs out, the fishbowl is closed and the discussion is summarised.
In a closed fishbowl, the initial participants speak for some time. When time runs out, they leave the fishbowl and a new group from the class enters the fishbowl. This continues until all the class members have spent some time in the fishbowl. When time runs out, the fishbowl is closed and the discussion is summarised.
HEADLINE NEWS…..AN ORIGINAL FASHION DESIGN WAS STOLEN TODAY…
USING YOUR MATHEMATICAL SKILLS, YOU WILL HAVE TO PIECE TOGETHER THE PUZZLE
TO CATCH THE THIEF…..!!!
Using a cut up fashion picture( from the latest London Fashion Show), with Textile terms scattered around the design, the girls pieced together the jigsaw shapes to form the final picture,
As the last arms and legs evolved from the puzzle, exclamations of, ” Ohhh..I remember that word, as we learned that last week…”
A hands on way to remember vocabulary of subjects, ask questions or do mathematical equations. The list is endless!!
“Miss, just one question…why is the model wearing a dress that looks like a sandwich we had for lunch…?”
You can use this tip to enable the pupils to work together to take down as much information as they can.
1. Put the pupils in groups. (4s work best). Each pupil in the group needs a number.
2. In preparation for the lesson, prepare the information that you need the pupils to remember. A combination of pictures and words works best. Place this somewhere in the room where pupils cannot directly see it.
3. Each group requires a large piece of sugar paper and a different coloured pen per person. (This helps with accountability).
4. Take it in turns to call out each of the numbers of the pupils in the group. Each pupil needs to go up to the information sheet and has 30 seconds to memorise as much information as they can from the sheet. They then come back to their group and put the information onto the sheet.
5. Meanwhile, another pupil number is selected and they come to the information sheet to memorise the information. It is up to the group to decide both how and what they memorise. Repeat as many times as necessary for the amount of information you have.
6. At the end of the activity, ask a series of knowledge questions to each group to assess what they have learnt.
This week’s teaching tip is called “Stand out” and is a useful idea to use to recall knowledge about a particular aspect of a topic, but in a more challenging way.
1. Pupils need a whiteboard and should work in a four.
2. A question is posed (eg write a fact about the nucleus.)
3. Each pupil has to write their own fact that they know to be true, but they are trying to think of a fact that nobody else would write down.
4. After a fixed time, the pupils are told to share their fact with the others in their group. They score a point for every correct, yet unique, fact.
5. The process is repeated with a different question.
You can sometimes extend the thinking by giving a suitably open ended question that could enable them to link this topic to one that has gone before.
You could also use pictures and ask pupils to write questions on the pictures, encouraging them to think of unique ones, and pushing them into higher order thinking.
THINK OF A PIRATE…..LADIES…AND WHAT COMES TO MIND…?
PARLAY…? TREASURE….? INFAMOUS…? GALLEON..?
Using Scrabble Letters the girls set sail on exploring a variety of”Shiver -Me-Timbers” words, creating as many sea worthy and salty nouns, adjectives, and verbs in a sparse 10 min. Could these landlubbers be up to the challenge?
With a host of interesting words and definitions about parts of a ship, old English terms and more, the girls learned there’s a whole world out there waiting to be discovered.