∙ The Earth is the only planet in our system that has water. It covers three-quarters of the Earth’s surface.
∙ The planets in the Solar System have a total of 166 moons.
Before making the solar system ourselves I thought it would be a good idea for the children to have a look on the computer first of pictures of the solar system so they could have more idea of what it looks like and have a more understanding altogether. My role when doing this activity was to help the children make a model of the solar system and to identify the planets by size, shape, colour, features, and position in the solar system. Furthermore I Practiced key vocabulary words and asked and answered questions. It is important for the children to learn about the solar system so they have a more understanding and idea of the world we live in. A lot of children will enjoy learning about the solar system as it’s something they probably wouldn’t have learnt about before and will be fascinated by the planets and the world we live in.
P7.3 -
I asked the children some of the following questions:
What is the closest planet to the Sun?
What is the name of the second biggest planet in our solar system?
What is the hottest planet in our solar system?
What is the name of the force holding us to the Earth?
Can humans breathe normally in space as they can on Earth?
Who was the first person to walk on the moon?
Is the sun a star or a planet?
Have human beings ever set foot on Mars?
Is the planet Neptune bigger than Earth?
What is the hottest planet in our solar system?
P7.4 –
I think I was very effective in implementing the activity as I got involved and asked the children a range of different questions which would help them gain more knowledge about the solar system then what they already knew about it. I think by getting involved myself it made the children more focused and excited about making the solar system themselves. Overall the activity went well as the children made a completed model of the solar system and gained more knowledge from the activity and they could remember the planets in order because of the acrostic poem we came up with.
P7.1 -
When organising the second activity I had to consider whether all children could take part and whether or not they would work better in smaller groups rather than a whole class. I had to consider whether the children would enjoy the activity and gain more knowledge and understanding from the activity about light and dark.
P7.2 -
Before doing the activity I explained to the children that the eye is a receptor of light, not a source of it, and we can see because light is reflected from everything to a greater or lesser extent. (Best from mirrors, shiny and white surfaces; poorly from black and dark surfaces). For one part of the activity to do with exploring light and dark, the children went outside and explored their own shadows and other objects such as animals. The children worked in pairs and drawed round each other’s shadows one at a time on the playground with chalk and they also worked with other objects such as animals and drawed around the animals shadow on the ground also with chalk and tried to identify each other’s drawing afterwards. Also when outside and in the classroom I encourage the children to see what happens when they stand in front of a window when the sun is shining in for example and to make them aware of the shadows that are created on the wall opposite them when standing in front. I asked them such questions as what happens when you move backwards and forwards between the window and the wall? Does your shadow change in size? For the next part of the activity the children made a light box whereby they could look into and see if they could see any light when a certain object was placed inside for example a candle. The light box helps with sensory exploration and engages children’s attention for long periods of time.
Making the Most of Light and Mirrors, Linda Thornton& Pat Brunton (2009) Featherstone Education
Young Children’s Personal, Social and Emotional Development, 3rd Edition, Marion Dowling (2009) SAGE.
P7.3 –
I asked the children some of the following questions:
What happens when you move backwards and forwards between the window and the wall?
Does your shadow change in size?
What can you see in the light box?
What objects can you find?
Can you see in the dark?
P7.4 -
I think I was very effective in implementing the activity as I got involved with the children and asked them a range of different questions which would help them gain more knowledge about exploring light and dark. I think by getting involved myself it made the children more focused and excited about taking part in the activity. Overall the activity went well as the children made lots of shadows of themselves and others and enjoyed trying to figure out what was in the light box.
Practice Evidence Record Diary.
Unit 7 –Task 3
P7.8 –
In my setting one activity/experience I was involved in was giving out a reflectiveHedgehog sticker to all the children to put on their book bags and explaining to them the importance of road safety and making yourself clear to drivers and to always look before crossing the road. The reflective stickers are essential as they help children to be able to be seen in the dark and therefore is safer for them overall. Another activity/experience I was involved in was making our own traffic lights with the children and reminding them it isn’t safe to cross the road at red and it isn’t always safe to cross when the lights on amber and only when it’s on green it is safe. Also I explained to the children when using a zebra crossing you should always 'Stop, Look and Listen' before crossing the road. Furthermore I explained to the children the dangers of stepping into the road from between parked vehicles as you may not be able to see in every direction and that’s why it is important to always cross the road at either traffic lights or a zebra crossing.
P7.9 -
From this activity/experience I think the children gained more knowledge and understanding of road safety and how to cross the road in a safe way as the activity we done was very effective in promoting the importance of road safety to all of the children and therefore will be something they think about when crossing the road.
