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Teaching Science in School

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Teaching Science in School Teaching Science in School La main à la pâte resource materials for the primary classroom A Collaborative Project of Southeast Asian Ministers of Education Organisation Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM) with Académie des Sciences France Supported by: Academy of Sciences Malaysia Ministry of Science, Technology and Innovation Malaysia Ministry of Education France Ministry of Education Malaysia The Original Edition Reading committee François Chevalerias, Ministry of education Pierre Léna, Academy of sciences Edith Saltiel, National Institute for Pedagogical Research – La main à la pâte; University of Paris 7 – Denis Diderot. Jean-Pierre Sarmant, General Inspector, Ministry of education. Authors - Technical group • Lise Adam, Inspector, Ministry of education – Saint-Fons • Jean-Claude Arrougé, National Center for Pedagogical Documentation • Jean-Michel Bérard, General Inspector, Ministry of education. • Nadine Belin, Inspector, Ministry of education – Bergerac • René Cahuzac, General Inspector, Ministry of education. • François Chevalérias, Inspector, Ministry of education • David Jasmin, Research engineer, National Institute for Pedagogical Research - La main à la pâte • Henri Kighelman, Inspector, Ministry of education – Bonneville • André Laugier, Professor at the University Institute for Teacher Training (IUFM) of Bordeaux-Caudéran • Bernard Leroux, Regional Inspector, Nantes • Francine Malexis, Regional Inspector, Lille • Renée Midol, Inspector, Ministry of education - Vaulx-en-Velin • Jean-Michel Rolando, Professor at the University Institute for Teacher Training (IUFM) of Grenoble • Jean-Pierre Sarmant, General Inspector, President of the National Committee for science and technology teaching renovation • Guy Simonin, Science department of the National Center for Pedagogical Documentation; Professor at the University Institute for Teacher Training (IUFM) of Cergy • Jacques Toussaint, Professor of physics; Assistant director of the University Institute for Teacher Training (IUFM) of Lyon • Danièle Villemin, Inspector, Ministry of education – Bouguenais - La main à la pâte (Project carried out by the French Academy of sciences, in agreement with the National Institute for Pedagogical Research and the Ecole normale supérieure – Ulm) • Jean-Marie Bouchard, National Institute for Pedagogical Research – La main à la pâte • Alain Chomat, National Institute for Pedagogical Research – La main à la pâte • Nicolas Poussielgue, National Institute for Pedagogical Research – La main à la pâte • Béatrice Salviat, National Institute for Pedagogical Research – La main à la pâte • Claudine Schaub, School headmaster – Issy-les-Moulineaux • David Wilgenbus, La main à la pâte We sincerely thank all the teachers who have contributed to this book by providing documents from their classes. Their schools are indicated in the corresponding sections. The production of this book was also assisted by other teachers or scientists, especially: Carole Broisi, Bernard Calvino, Annie Deforge, Sylvie Frémineur, Guy Gauthier, Brice Goineau, François Gros, Didier Geffard, Déborah Katz, Bernard Kloareg, Jean Matricon, Michel Mocellin, Jocelyne Nomblot, Tatiana Tomic, Denis Weber, Anne-Muriel Winter. Coordination Jean-Marc Blanchard, Ministry of education Jean Denis, Ministry of education Original edition supervised by Christianne Berthet, published by the French National Centre for Pedagogical Documentation in October, 2002 – ISBN : 2-240-00834-2 - © CNDP, 2002 The English Edition Translated from French by: Stephen S. Wilson Edited by: Foo Lay Kuan, SEAMEO RECSAM Project Adviser: Dr. Azian T.S. Abdullah, SEAMEO RECSAM Acknowledgement for use of pictures in this edition: Illustrations by Vladimir Filipovic used in the Serbian edition, © ZUNS, Belgrade Feringghi Publishers Penang, © Feringghi Publishers Cover page: Design and layout: Leong Yik Chin, SEAMEO RECSAM; Photo credit: Lee Shok Mee, SEAMEO RECSAM & Sekolah Kebangsaan Bayan Baru, Penang, Malaysia The translation from French to English was supported by the French Ministry of Education, Department of International Relationships. ISBN: 978-967-930-014-7 Table of contents Lesson 3. Development of vocabulary (poles, equator, hemispheres, meridian, etc.) .......... 62 Lesson 4. What time is it in Sydney when it is midday in Paris? ........................................ 63 Lesson 5. How can one explain the alternation of day and night? ................................... 64 Lesson 6. The alternation of day and night - use of a model ............................................. 65 Lesson 7. What time is it in Beijing when it is midday in Paris? ........................................ 66 Lesson 8. In which direction does the Earth rotate about its own axis? .............................. 67 Lesson 9. What time is it in Beijing… ? ........................................................................... 68 Lesson 10. How can we record what we have learnt? ....................................................... 69 Conclusion ................................................................................................................... 70 Taking things further .................................................................................................... 71 Tentative selection of sites .......................................................................................... 71 Annex 1. Frieze to be used in Lesson 1 and when summarizing ........................................ 73 Annex 2. Photographs to be used in Lesson 10 ................................................................. 74 Annex 3. A cardboard model to be built ........................................................................... 75 How the lever works – “Give me a fulcrum: I will lift up the world” – cycle 3 ............... 76 Position in the programmes .......................................................................................... 77 One possible way in which the module might be taught .................................................. 78 Lesson 1. How to lift the teacher's desk ........................................................................... 79 Lesson 2. How did people lift loads in Ancient Times? ....................................................... 80 Lesson 3. How can the effort be reduced using a lever? .................................................. 81 Lesson 4. How can the effort be reduced using a lever? .................................................. 82 Lesson 5. How to make a model of a drawbridge ............................................................ 83 Lesson 6. Where should the wire be attached to the bridge? ............................................. 84 Lesson 7. What is the same, what is not the same? ....................................................... 85 Lesson 8. Are there levers in living organisms? ................................................................. 86 Conclusion ................................................................................................................... 88 Taking things further .................................................................................................... 88 Tentative selection of sites .......................................................................................... 89 Annex 1. Insect flight .................................................................................................... 91 Annex 2 ........................................................................................................................ 92 Annex 3 ........................................................................................................................ 93 How do we know where the wind comes from ? – cycle 3 .................................................. 96 Position in the programmes .......................................................................................... 97 One possible way in which the module might be taught .................................................. 98 Lesson 1. What are the effects of the wind?...................................................................... 99 Lesson 2. Which objects indicate the direction of the wind? ........................................ 100 Lesson 3. What are the characteristics of these objects? ............................................. 102 Lesson 4. How to make a weather vane ...................................................................... 105 Lesson 5. Construction of a weather vane ................................................................. 107 Lesson 6. Why do we want to know where the wind is coming from? ......................... 107 Lesson 7. How to identify the wind direction? ............................................................ 107 Lesson 8. What are the dominant winds? ................................................................. 108 Taking things further ............................................................................................... 109 Tentative selection of sites ..................................................................................... 110 Water in the nursery school – cycle 1 ........................................................................... 111 Position in the programmes ..................................................................................... 112 Small study groups working on the topic of water - a module for the first year of nursery school ..................................................................................................................
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