Gopher : small , burrowing rodent .
Gopher
So, what's that got to do with science? Well, the Royal society of Biology offers small grants to support transition between secondary and primary.
Further details Here
Now, generally secondary teachers apply for this, but I wasn't letting that stop me. I drummed up support from my local schools and applied.
Hey presto, grant received. Thank you again Royal Society.
After lots of emails we managed to fix a date and our local secondary school trained up some year 9 students to deliver a series of fun activities to year six pupils from the feeder primaries.
See some pictures Here
I will shortly be leading a staff meeting to share the experience and hopefully encourage others to apply for this wonderful opportunity.
Students teaching students.
Cross phase links.
Transition opportunity.
Fun science.
I'm still not sure what it all has to do with gophers, but it was certainly a great experience.
Why don't you go for it this year? 😉
Applications close end of this month.
Sunday, 11 September 2016
Wednesday, 7 September 2016
Great way to start the year
I felt compelled to write this as soon as I came home; I have spent one of the most enjoyable days with my class today thanks to the BRILLIANT resources from the ASE.
' Why you'll never catch smallpox'
My Year six class were captivated from the moment we started.
It certainly helped that the village our school is in is where Benjamin Jesty lived (see http://www.dorsetcountymuseum.org/benjamin-jesty) . Another session or two could follow up as to why he isn't as famous as Jenner.
There are enough activities to fill a week or a half term, but I had chosen just the 'Speckled monster' resources . At the summer PSTT conference ( see www.pstt.org ) the resources had been introduced and the suggestion made that this would work well as a stand alone exercise.
We began with a chat about microbes and watched a cartoon about how germs from a sneeze travel ( 'That's so gross, I'm always going to keep my hands clean!' exclaimed one of my class)
https://m.youtube.com/watch?v=yToii3-p-NI
We then watched the excellent film, James. Quite hard to watch at times, but sparked loads of discussion .
We used the concept cartoon to channel ideas and then embarked on the role play. I have fewer than 30 in my class so they had brought various toys in to make up numbers. Much hilarity as these were allocated as grandmothers, sons, butlers and others.
The children threw themselves into their characters and we're trying to guess who would 'get the pox'
We have recently introduced various signals across the school for behaviour management and these were indispensable as I could leave them to immerse themselves and quickly get their attention for the next part of the scenario.
Small pieces of wool were tied around little fingers of sufferers ( again much hilarity when this was a toy!) The 'graveyard' was used to map the village and observe proceedings. Children were discussing where they thought the next victim would be, who would survive and so on. They were sceptical about the wood lice charm and agreed that they were pleased that such superstitions don't still exist. ( (Although , later in the day some of the children told me about various superstitions they had heard)
When we came to the end of the scenario there were cheers for the survivors ( funnily one of the tiniest toys that had been brought in!) and lots of talk about why that could have been.
The teacher PowerPoint was brilliant at keeping discussions on track.
We spent the whole morning on this , drew line graphs , looked at genuine case studies from Jenner's diaries and discussed how the language was different. We will spend a little time tomorrow to finish machine up the case studies.
The resources are all here : http://www.schoolscience.co.uk/whyyoullnevercatchsmallpox
A fabulous way to start the year off and great for team building. The resources are so accessible and totally age appropriate for my year six class. Curriculum constraints are such that time won't allow for a lot more , but the activities could easily be stretched out for longer . We have no internet in school at the moment , else I would have gone straight onto biography work. However, I shall return to this later in the term. I would definitely use this to start the year off again . Personally I like the fact this can be used as a stand alone and feel inclined to use it in the same way as it made such an impact . I can then revisit aspects as appropriate.
Check out the resources and see a different way of linking science, history, maths, English, drama, pshe.
' Why you'll never catch smallpox'
My Year six class were captivated from the moment we started.
It certainly helped that the village our school is in is where Benjamin Jesty lived (see http://www.dorsetcountymuseum.org/benjamin-jesty) . Another session or two could follow up as to why he isn't as famous as Jenner.
There are enough activities to fill a week or a half term, but I had chosen just the 'Speckled monster' resources . At the summer PSTT conference ( see www.pstt.org ) the resources had been introduced and the suggestion made that this would work well as a stand alone exercise.
We began with a chat about microbes and watched a cartoon about how germs from a sneeze travel ( 'That's so gross, I'm always going to keep my hands clean!' exclaimed one of my class)
https://m.youtube.com/watch?v=yToii3-p-NI
We then watched the excellent film, James. Quite hard to watch at times, but sparked loads of discussion .
We used the concept cartoon to channel ideas and then embarked on the role play. I have fewer than 30 in my class so they had brought various toys in to make up numbers. Much hilarity as these were allocated as grandmothers, sons, butlers and others.
The children threw themselves into their characters and we're trying to guess who would 'get the pox'
We have recently introduced various signals across the school for behaviour management and these were indispensable as I could leave them to immerse themselves and quickly get their attention for the next part of the scenario.
Small pieces of wool were tied around little fingers of sufferers ( again much hilarity when this was a toy!) The 'graveyard' was used to map the village and observe proceedings. Children were discussing where they thought the next victim would be, who would survive and so on. They were sceptical about the wood lice charm and agreed that they were pleased that such superstitions don't still exist. ( (Although , later in the day some of the children told me about various superstitions they had heard)
When we came to the end of the scenario there were cheers for the survivors ( funnily one of the tiniest toys that had been brought in!) and lots of talk about why that could have been.
The teacher PowerPoint was brilliant at keeping discussions on track.
We spent the whole morning on this , drew line graphs , looked at genuine case studies from Jenner's diaries and discussed how the language was different. We will spend a little time tomorrow to finish machine up the case studies.
The resources are all here : http://www.schoolscience.co.uk/whyyoullnevercatchsmallpox
A fabulous way to start the year off and great for team building. The resources are so accessible and totally age appropriate for my year six class. Curriculum constraints are such that time won't allow for a lot more , but the activities could easily be stretched out for longer . We have no internet in school at the moment , else I would have gone straight onto biography work. However, I shall return to this later in the term. I would definitely use this to start the year off again . Personally I like the fact this can be used as a stand alone and feel inclined to use it in the same way as it made such an impact . I can then revisit aspects as appropriate.
Check out the resources and see a different way of linking science, history, maths, English, drama, pshe.
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