PERDS Unit 7
Ebony Wilkinson
Unit 7 PERD.
Task 1-
One activity I have been involved in is 'making ice'. When organising this activity I considered any dangers, alergies, how I would link it to actual life situations, the key words the children needed to learn and how we would use the ice afterwards.
This activity helped the children understand that temperature can affect the state of a substance as it showed that the water was liquid in room temperature but turned to solid ice in the colder temperature of the freezer which is important when following the national curriculum for science as it states that children should be taught to 'compare and group materials together, according to whether they are solids, liquids or gases and to observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)'. I know that this worked because during the activity I asked the children around the room what the temperature needs to be like to melt the ice to water and water to ice, I asked which was the liquid and which was the solid and I what would happen to the water when we put it in the freezer.
I think that I was very effective in implementing the activity as I asked relevant question and gave all the children a chance to be physically involved and help with something. However I wasn't very effective in challenging the more able children and if I was to do this activity again I would prepare something a little harder for the children that find it easy as children need to be challenged in order to achieve the best of their ability. They also need work that is to their standards to keep them interested. As I failed to do this some children found it too easy and therefore became bored.
Another activity that I have carried out is the 'bird feeders' activity. When planning this I considered and allergies of the children, where to hang the feeders so they were visible to the children and wether
Unit 7 PERD.
Task 1-
One activity I have been involved in is 'making ice'. When organising this activity I considered any dangers, alergies, how I would link it to actual life situations, the key words the children needed to learn and how we would use the ice afterwards.
This activity helped the children understand that temperature can affect the state of a substance as it showed that the water was liquid in room temperature but turned to solid ice in the colder temperature of the freezer which is important when following the national curriculum for science as it states that children should be taught to 'compare and group materials together, according to whether they are solids, liquids or gases and to observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)'. I know that this worked because during the activity I asked the children around the room what the temperature needs to be like to melt the ice to water and water to ice, I asked which was the liquid and which was the solid and I what would happen to the water when we put it in the freezer.
I think that I was very effective in implementing the activity as I asked relevant question and gave all the children a chance to be physically involved and help with something. However I wasn't very effective in challenging the more able children and if I was to do this activity again I would prepare something a little harder for the children that find it easy as children need to be challenged in order to achieve the best of their ability. They also need work that is to their standards to keep them interested. As I failed to do this some children found it too easy and therefore became bored.
Another activity that I have carried out is the 'bird feeders' activity. When planning this I considered and allergies of the children, where to hang the feeders so they were visible to the children and wether