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Biblioteekweek

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Dis vakansie én Biblioteekweek!  Wie kan nou ‘n goeie boek en ‘n sonkolletjie weerstaan?  Besoek jou plaaslike biblioteek vir nuwe leesstof en loer ook ‘n bietjie na al die ander opsies wat hulle bied.

Loer gerus hier na Boekmerkies, leeslyste, e-boeke
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Bewustheidsdag vir Downsindroom

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Dra onpaar of kleurvolle sokkies op 21 Maart ter bewusmaking en ondersteuning van Downsindroom.

Science in the Foundation Phase: How do I get started?

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Soos op Teacha gepubliseer.

Children are naturally curious about the world around them. Using that innate desire to discover how things work around them is the key to teaching engaging lessons that are sure to get your learners excited in class. The more practical and hands-on you can make your lessons, the more learners will want to participate and remember the concepts you’re trying to teach.

First, use your class’ particular interests to develop your lessons. While you definitely have a curriculum to teach and standards that learners must meet, you can ask your learners what they are interested in about the world and use that information as a basis to create your lessons. For example, if they are interested in sea life, you can create lessons that involve using multimedia that shows animals and plant life under the ocean’s surface, or you could create a sink/float experiment that utilizes blue food coloring for water in a plastic tub and plastic sea animal toys that they can experiment with. Read books about the topics that they’re interested in, and use those as a basis to spark your learners’ interest in the science lesson.

Ask your learners questions about what they already know about a lesson that you’re teaching as well. Note these on the board or a poster in the room. Then ask them what they want to learn. Address those questions if their answers come up as you teach. After you teach the lesson, go back to the poster or space on the board, and ask them to tell you what they learned from the lesson. This will help keep them engaged in the lesson from beginning to end by activating what they already know, getting them to think about what they want to learn, and then to reflect on what they learned.

Finally, use as many hands-on experiments as you can. You can read about electricity and magnetism until you’re blue in the face, but when you use a battery, wire, and nail to pick up a paper clip in front of your learners, the information that you’ve been trying to teach will ignite an excitement for science that they may not otherwise experience. When it is safe and possible, have learners do experiments themselves and write down what they are learning. Create a scientific method sheet on which they write the problem, hypothesis, procedure, findings, and conclusion about their hypotheses. If they are too young to write, they can draw pictures of their hypotheses and then of what they found through the experiment.

Make science as engaging for your learners as you can by leveraging their natural interests about the world around them and by offering them the opportunity to learn through hands-on experiments.

Juffer Juffrou from “My Klaskamer” used the following ideas in her class:

If you discuss “rock and minerals” or “soil” consider filling a clear container with dark soil, sand and pebbles to point out the various layers or provide clear, plastic glasses so the learners could make their own examples.

Should you refer to fossils, consider adding a layer of Plaster of Paris to a styrofoam plate.  Press a shell into the plaster while damp and let it dry overnight. The learners could then paint it or keep it as it is.

If you should refer to how the earth was formed, have clay or play-dough ready so the children could act out friction (rolling the clay) and pressure (pressing down on it).

Use clear (self-sealing) plastic bags when you discuss the water cycle.  Have the children draw a simple diagram in permanent marker on the outside and fill the bags with a little water.  Seal the bags and tape it to a sunny window. Press lightly on these bags to mimic the tides and wait to see what happens inside when the sun shines on it or moves on.

Another option is to fill a clear glass with clear water, spray a layer of shaving cream on top and then to drip blue food colouring on the creamy cloud to simulate rain.

Does your class have a composting bin with earthworms?  Consider stacking containers of the same size – punching holes through the bottom of the top container and creating a gap with stones or a rock in the bottom container.  Add soil and a few earthworms to the top container – as well as pieces of damp newspaper and food scraps from lunch boxes (e.g. apple cores). Ensure that each child buries their scraps before closing the lid and soon enough the worms will provide vermicompost – which is very healthy for the school’s garden.

Macmillan has created a range of guides for Foundation Phase teachers to help and guide them in different areas. These guides contain easy and practical ideas that can be implemented and tried without fuss. The resource guides focus on Life Skills, Maths, Science in the Foundation Phase classroom and Physical Education.

Click here to view the brochures and extracts from the books. You can even try some of the activities!

Die Padda

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Iemand het inligting oor die lewensiklus van ‘n padda (vir ‘n multi-graad klas, Graad R – 3) gevra.  Hiermee dan ‘n paar idees.

Padda prente

As ‘n mens ‘n visbak met paddavisse in die klas kan aanhou, sou dit wonderlik wees.  Die kinders sou dan kon sien hoe paddas ontwikkel, beweeg en lewe.

‘n Mens kan die heel kleintjies vra om “soos ‘n paddavis” te swem of soos ‘n padda te hop. Betrek dit tydens liggaamlike opvoeding – waar die outjies die bewegings van baken tot baken maak.
Maak groot lelieblare vir die outjies om deur die klas of in die gang te hop.  Sing hoë note soos ‘n jong padda en lae note soos ‘n groot padda.
Tydens kleispel, kan hulle padda eiers rol of paddavissies en paddas maak.
Ouer kinders kan na verskillende bewegings van ‘n padda kyk (foto’s, prente…) en dit probeer na-aap.

Vergelyk verskillende paddas met mekaar.  Lees feite oor verskillende paddasoorte. Watter een is die grootste, kleinste, gevaarlikste, weeg die minste of meeste…?  Meet die lengte van ‘n uitgestrekte padda (terwyl hy spring) en vergelyk dit met die lyfie as hy sit.  Maak ‘n grafiek om die verskillende paddas se mates, spronge, ens. te vergelyk.  Wat maak die een soort gevaarlik en die ander nie? Watter paddasoorte kry ons in Suid-Afrika?

Graad 1 kan deur boeke, ens. blaai om ‘n pamflet met bv. 3 dele te maak. Die eerste strook/flap het byvoorbeeld ‘n prentjie van ‘n padda eier in die water, die tweede het ‘n prentjie van ‘n paddavis in die water en die derde het ‘n prent van die padda op ‘n lelieblaar. Voeg opskrifte van elke fase bo-aan die flappe by.

Graad 2s kan muurprente maak en ‘n beskrywing van onderskeie aspekte (woonplek, kos, lewensduur, interessante feite) in aparte sinne beskryf en illustreer om op die muurkaart aan te bring (soos ‘n geheuekaart).

Graad 3 kan navorsing doen en paragrawe oor drie lewensfases skryf, bv. Waar word die padda eiers gelê? Hoe lank neem dit om uit te broei? Hoe ontwikkel die padda eier in ‘n paddavis? Hoe lyk die paddavis? Hoe verander die paddavis in ‘n padda? Wat gebeur en hoe lank neem dit? Gebruik dalk blaaie uit ‘n natuurwetenskapboek, sodat die outjies elke skryfstuk kan illustreer. Bind dit in ‘n boekie – met ‘n kunswerk op die voorblad.

Druk, vou en maak jou eie paddaprins of vou ‘n padda wat spring.  Trek uitgerekte paddasprongpatrone met bordkryt op die speelgrond/mat of op velle papier.  Beskerm die papier met breë verpakkingskleeflint, plaas dit in ‘n lêersakkie of lamineer.  Laat die kinders die roete met die papierpadda loop of gee ‘n witbordveselpen om die lyne mee na te trek.  Watter letters hop ook so?

Maak ‘n muurcollage, sodat elke graadvlak ‘n ander fase in die lewensiklus kan skep, bv. Graad R – eiers, Graad 1 – ‘n jong paddavis, Graad 2 – ‘n groter paddavis en Graad 3 – ‘n volwasse padda.  Gebruik papier-mâché om die onderlae met ballonne, stroke koerantpapier en muurpapiergom te maak.  Bou die pote en oë (met bv. groot krale, styrofoam balletjies…) by die struktuur in en gebruik dalk dun geskenkpapier (tissue paper) vir die paddavisse se sterte.  Sodra dit droog is, kan die kleure geverf of met sponse gedruk word.  Hang die onderskeie paddas aan toutjies voor die muurcollage (teen ‘n muur) op of rol die prent soos ‘n buis op, sodat ‘n mens om dit kan stap en die aaneenlopende siklus kan sien.

Trek twee stelle hande op groen velle af en plak dit onder en weerskante van ‘n paddakop vas, sodat dit soos pote lyk.  Vou lang stroke groen papier in ‘n sig-sag wyse op en plak dit agter/onder die eerste stel hande vas.  Rond dit af deur die sig-sag stroke elk op ‘n oorblywende hand te plak.

Vou ‘n papierbord in die helfte.  Verf die buitekant groen, die binnekant wit in die middel en pienk om die riffelrand.  Plak twee groot wit sirkels as oë buite-op die bord of gebruik enorme wikkel ogies.  Maak ‘n gat in die middel van die vou (middel van die mond) om ‘n raasblasertjie deur te steek.  As die outjies daarop blaas, lyk dit asof die tong uit skiet.  As jy nie van die blasertjies kan kry nie, rol ‘n strokie rooi of pienk papier op, plak die punt in die vou vas en steek ‘n kort stukkie strooitjie bokant dit deur.  As jy daarop blaas, rol die tong dus oop.

Plak ‘n kop bo-aan ‘n papierbord vas en pote wat bo en onder weerskante van die bord uitsteek.  Teken prente van die lewensiklus binne-in die bord en kleur in.

Afhangende van die ouderdomsgroep, kan die outjies prente van elke fase uitknip en op stroke papier plak. Maak dan kettings van die stroke en heg die begin-/eindpunte aan mekaar vas.

Ou Juffrou Padda
Paddatjie, Paddatjie
Hoogmoed

Dinge wat ons nodig het om te lewe

Lewer kommentaar


lewe

Iemand het idees gevra vir aktiwiteite in verband met dinge wat ons nodig het om te lewe.  Ons het oorwegend skoon lug (suurstof), kos (vrugte, groente, vleis, grane…), water, skuiling (behuising/beskutting) en klere nodig.  Hiermee dan so ‘n paar idees om dit aan te spreek.

‘n Collage

Die agtergrond:

Berei die lae apart (oor dae) voor. Plak die grond onderaand die “lugvel” en die grasstrook bo-oor die die las in die middel.

Die Grond (Drukwerk): Gebruik die helfte van ‘n A3-bladsy (in die lengte verdeel). Stel verskillende skakerings bruin verf beskikbaar met ‘n sponsie in die bak. Die sponsies kan verskil in tekstuur (groot gate, fyn sponsies, ens.) en die verf werk beter as dit ‘n pasta-dikte is. Druk die boonste dele van die papier in die ligter skakerings en donkerder skakerings na die onderste rand. Laat dit drook word.

Die Gras (Skraapwerk): Stel ‘n lang strook papier en dik groen verf beskikbaar. Verf die strook met verskillende skakerings groen verf en gebruik ou kamme of plastiekvurke om lyntjies dwars oor die stroke te trek. Snipper die bladsy al teen die lang sye af om die gras voor te stel.

Die outjies kan vrugte bome maak deur kurkproppe in dik verf te doop (rooi: appels, oranje: lemoene of perskes, geel: suurlemoene) en bo-op droë bome druk. “Plant” die bome in die grond.

Die Lug (Druk- en smeerwerk): Knyp sponse en watte pluisies in ‘n wasgoedpennetjie vas. Laat die outjies verskillende skakerings ligte blou en wit verf oor die boonste helfte van ‘n A3-vel druk – lekker rond en bont. Om die proses te vergemaklik, kan ‘n mens aanvanklik die hele vel verf (bv. spirale / krulle) en dan die drukwerk doen om tekstuur te gee.

Opsies vir die voorgrond:

  • Diere: Gebruik watte om ‘n skapie te help maak.
  • Maak ‘n hout huis deur roomysstokkies uit ‘n vierkant en driehoek te bou.
  • Maak ‘n mens wat ‘n woltrui en leer stewels dra. Prente uit ‘n tydskrif behoort genoeg te wees. Die persoon kan eenkant staan en vleis braai. Daar kan selfs ‘n tafel met ‘n vrugte bak of slaai op die tafel wees.

Ander idees:

Afhangende van die ouderdomsvlak, kan ‘n mens aandag aan elke aspek skenk:

  1. Skoon lug (suurstof):  Maak muurprente om skoon lug te bevorder (luiervrye areas in die parkeerarea, rookvrye gebied…).
  2. Kos:  Praat oor maniere om gesonde kos in te neem of te verbou.  Werk as ‘n klas saam om ‘n komposhoop of -houer te begin en gebruik dit later as julle boontjies ontkiem vir die klastuin, ens.  Maak saam slaai vir ‘n ete of leer hoe om ‘n gesonde dis te maak.
  3. Water:  Waar kom dit vandaan?  Hoekom is dit nodig?  Hoe bespaar ons water?  Wat gebeur as ons nie water het nie?
  4. Skuiling:  Waarom het ons ‘n woning nodig?  Waarteen beskerm dit ons?  Hoekom moet ons dit skoon hou?  Hoekom moet ons ‘n woonplek in stand hou?
  5. Klere:  Watter tipe klere het ons nodig?  Dra ons winterbaadjies in die somer?  Hoekom of hoekom nie?  Het jy baie klere nodig?  Wat het jy die nodigste?  Hoekom was ons klere?

‘n Oorlewingstema:

Omskep die klas in ‘n oorlewingstema of werk aan die tema in ‘n aparte boek.  Skep ‘n scenario dat julle iewers op ‘n eiland uit gespoel (‘n boot, skip, kano…) of geland het (met ‘n vliegtuig, ‘n lugballon, ‘n valskerm).  Skryf dan paragrawe of opstelle oor hoe julle ‘n skuiling sal maak (takke, blare, ‘n grot, dele van die voertuie…) of hulp sal soek (bv. boodskappe op die strand, briefies in ‘n bottel).  Waar sal julle skoon water kry?  Hoe sal julle dit opvang?  Hoe gaan julle was?

Betrek kaartwerk.  Waar het julle geland?  Waarheen was julle oppad?  Beskryf of teken die omgewing.  Is daar berge, ‘n heuwel, ‘n kloof…?

Wie het geweet van julle reis?  Wat sou die koerante gesê het?  Skryf ‘n artikel voor en na die avontuur.

Lees boeke soos Robinson Crusoe en vra of die biblioteek meer opsies beskikbaar het (Cor Dirks se boeke, Trompie, ens.).

Hoe vergelyk die verbeeldingsvlug met wat julle het?  Pas ons ons omgewing mooi op of is daar meer wat ons kan doen?

Tik gerus ook soekterme soos “besoedeling, herwin, groen, higiëne, vars vrugte…” by die bruin soekblokkie aan die regterkant in vir soortgelyke idees.

 

 

 

 

Creating Your Own Resources for Your Class Has Never Been This Fun (or Easy!)

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Soos verskyn op Teacha

Teachers often find that they never have just the right resources for their learners. Whatever they find in the stores is not precisely what a particular class needs. You will likely find that, at some point, you will have to create your own materials. But you don’t have to get overwhelmed by the task because, by carefully considering what you want your learners to know and how you plan to teach it, you can create materials that you can reuse again and again.

First, you can make resources for you classroom from materials you can easily find at a supermarket or in your home. There is no need to spend a lot of money in creating it. Keep everything simple. You don’t have to try to outdo the teacher next door who may have fancy materials in their class. For example, with note cards as the basis for flashcards or a card game that reinforces learning, you have a material that will last a long time because the paper is thick. You can also use notecards for topics for discussion, research topic ideas, or perhaps to write parts of sentences on for learners to put together as they learn proper sentence construction.

Next, work together with other teachers in your school to pool materials, ideas, and resources. You’ll then have access to new ideas to improve your classroom’s stock of resources and the materials to create them with. Set a time to meet with other teachers to create the resources you’ve planned. Making it a fun event where everyone is working on resources for their classroom can bring your team together and build camaraderie.

While lamination of materials is often a fantastic way to save materials for future years’ use, you can also put materials in plastic sheet protectors. Lamination may be too expensive, depending on your particular situation. With dry erase markers, your learners can fill out multiplication worksheets in plastic sheet protectors and then erase them for someone else to use at another time. Dry erase markers and sheet protectors are an inexpensive alternative to wasting money on electricity, printer toner, and paper making copies for each learner.

Also, utilize the Internet. Many teachers around the world share their ideas and resources for free or for very inexpensive prices. You may find a resource that will work great. All you have to do is download it and use it in your classroom. This includes lesson plans in addition to tangible resources that you can either share with your learners digitally or by printing them out.

Making resources for your class has never been so simple or enjoyable!

Juffer “My Klaskamer” added the following ideas:

  • Ensure that you have a roll of clear packaging tape ready to protect small flash cards or to tape name cards to desk for example.
  • Should you have limited wall space and storage, consider making A4-posters to keep in a binder with your lesson plans.  Try to colour code your subjects, so the workbooks and shelves coincide.  That way, the learners will know exactly where their books are and where to find them.  Eventually, you might even be able to write homework down in these colours to make it easier and more organised.

Macmillan Education has created a range of guides for Foundation Phase teachers to help and guide them in different areas. These guides contain easy and practical ideas that can be implemented and tried without fuss. The resource guides focus on Life Skills, Maths, Science in the Foundation Phase classroom and Physical Education.

Click here to view the brochures and extracts from the books. You can even try some of the activities!

My Valentyn

Lewer kommentaar


Wat doen julle vir Valentynsdag?  Wat van ‘n eenvoudige vriendskapsgebaar soos ‘n kolwyntjie of lekkers?  Knyp ‘n eenvoudige boodskap bo-oor die lekkergoed vas en siedaar!

Lekker Dag 

Vis-kriklike goeie maat

Loer gerus hier na idees uit vorige jare.

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