Skip to 0 minutes and 0 seconds Okay so shall we then think of the different aspects of this that would that would really help them? Think about the four different things - we’ve got language what sort of vocabulary are we going to want them to be using? So in the pre teach I’m just imagining - because this will be the children who need to work on their language. What is - what are the key words that we want them to have experienced before we start the lesson? So temperature? Yeah, temperature. Oh, thermometer? I bet you they get those mixed up as they’re quite that’s similar sounding. They are aren’t they! They are quite hard to say so practice just saying some of those ones will be good.
Skip to 0 minutes and 51 seconds Positive and negative? Yeah positive and negative. So when you do temperature you say minus don’t you so they might know that word… So they might use that in this context. Although that’ll be an interesting word because that might have a different meaning connected with subtraction - oh yes of course - if they’ve used that language before so again that would be useful to explore that. Ok - we really want them to be using that language in full sentences don’t we, when they’re talking and explaining so we might have to think about how we’re going to support them to do that. Right, why don’t we have something…
Skip to 1 minute and 31 seconds if you were to do this this why don’t we have something like photographs of hot places and cold places and then you’ve got that vocabulary? Haven’t we got some for the different sort of places around the world like deserts and the Antarctic and places like that - my children would find that really useful to have some photos to then use some of that language to describe what it would feel like to be there. Right okay - would we get all of those words out of it? What’s the temperature like? How would you know - well you’d use a thermometer to know how warm it was…
Skip to 2 minutes and 9 seconds So we just yeah come up with a few question to help them talk about that Yeah so that would be the language bit - so the context, let’s think about the context. Well we’ve got some … so we’ve got the ice trays because that’s what we definitely use. Yeah we can use those to help them see what happens when the temperature lowers. Yeah, then so we’re looking at temperature in the context of water I suppose - yes - and water in the two states the liquid state and the solid state so that’s our context. Okay is there anything else for that?
Skip to 2 minutes and 43 seconds I think it’s this change isn’t it in the state of the matter - of the water changing from a liquid to a solid or a solid to a liquid - and what happens to the temperature - Yeah the thing you’re measuring which is really it’s not like length is it where we can actually see something - you see the result of it yeah and also you can feel it can’t you that’s the key thing.
Skip to 3 minutes and 13 seconds okay so we’ve already talked about using the ice cube trays - we’ve got various thermometers - yes so if it was the resources bit that we needed to work on with them then we possibly get the ice cube trays out I’m imagining most children have seen an ice cube tray but you just never know do you? No and they do come in different shapes and sizes. And they might get overexcited because it’s got two colors in it something - I don’t know! We talked about those scales didn’t we and how actually we might want them to record on something?
Skip to 3 minutes and 47 seconds Oh okay - if they were measuring the temperatures - right so they’ve measured and we’ve got these various thermometers available…you might want to have a paper version then they might record the temperature on them oh ok like a a drawing? Yeah - of that? Yes. With that scale on it going up in tens then with the marks. then they can put their own marks on perhaps? So they’re looking at the thermometer itself perhaps or they’re looking at a drawing of it - or both! Or the connection between the two of them what’s the same about it?
Skip to 4 minutes and 22 seconds So it’s a little bit like seeing the scale on the thermometer as a number line or different version of a number line that continuation of a number line? because they might… they probably they’re experience before has been a horizontal number line. Oh right I see so you’re looking at it like that? Yes and now we’re going like vertical and also they have got that bit there which looks like a that could be as measuring scale a length scale but then suddenly it goes below zero which you do not get on your ruler do you - so that’s what makes it different and they all do that.
Skip to 4 minutes and 58 seconds ok that goes down to minus 10, minus 10, they all go down to minus 10 Have they got the same steps on them? Yes - they don’t even say that - they don’t actually even say oh they have got the, the negative sign, the minus sign is above the 10 … that is strange - which is really interesting so they need to have seen that before for the children that find it weird to look at the thermometer, if they’d never seen one before - to notice that would be quite important. So actually just having a look to see what they notice would be interesting - yes that would be good.
Skip to 5 minutes and 28 seconds And then we’re thinking about what experience of taking temperatures they might have had before, or use of thermometers if they’ve seen them anywhere. Yeah - well the only one I can think of this is that they might have had a temperature - when you say ‘I’ve got a temperature’ - oh if they’re not very well you might say ‘I’ve had a fever’ or something that they might actually say … but they wouldn’t have used, I mean nowadays you don’t use a thermometer like this to take your temperature - no you don’t - you have those digital ones in your ear Or that strip of whatever it is on your head!
Skip to 6 minutes and 6 seconds So you certainly wouldn’t look like that No, so we’d be talking about temperature let me get one of these out and they’d be like what! Wouldn’t understand would they! oh and it did snow this last - whenever it was…last month! So they will have experience of freezing temperature - or we can remind them of that can’t we? yes what it felt like when there was, when the snow fell recently. Yes so that that’s something that they’ve experienced so we can we could choose to do that look at that in our pre teach if we wanted to?
Skip to 6 minutes and 42 seconds Yes okay so we’ve got the vocab and the languagey bit or the looking at the context or we’ve got the resources which is the thermometers and the scale - yes - or the prior experiences - yes - so thinking about our children I’m just thinking about my two and your I mean I think using the photographs will be really helpful with my children to be able to - well for me to ask questions of them about how it might feel in those environments and encourage them to use some of that language support them to use some of that. Maybe have some sort of sentence, sentences that they say aloud together?
Skip to 7 minutes and 25 seconds or some of that language on cards that they can use. I think my ones completely different they need to look at these thermometers and they need to notice the numbers on them and how the numbers change around the zero and then also look at the drawing that’s connected to it because I think if you went if they have a look at this and then they haven’t drawing they wouldn’t necessarily make connection easily so they need to do that in the pre teach beforehand. Okay!
Planning for pre-teach: An example part 2
What do you notice about Stefanie and Carolyn’s planning?
Do you have any other suggestions for pre-teaching in this subject?
Have a think about how this process could be applied for planning for your learners
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