Gloine inite

Aidhmeanna foriomlána

– chun a chur ar chumas na ndaltaí trédhearcacht a iniúchadh trí ghloine inite a dhéanamh
– le cur ar chumas na ndaltaí an gaol idir solas agus ábhair a imscrúdú
– chun scileanna na ndaltaí a fhorbairt maidir le héisteacht agus treoracha a leanúint
– chun scileanna na ndaltaí i dtomhas a fhorbairt
– chun scil cócaireachta na ndaltaí a mhúscailt agus a dhoirteadh
– scileanna na ndaltaí a fhorbairt maidir le breathnóireacht agus tuar
– chun scileanna daltaí a fhorbairt maidir le naisc a tharraingt
– chun scileanna na ndaltaí i dtógáil a fhorbairt
– chun scileanna smaointeoireachta cruthaitheacha na ndaltaí a fhorbairt

Stór focal – ba cheart eochairfhocail a thuiscint

Trédhearcach, tréshoilseach, teimhneach, gloine, soiléir, éadrom, tuaslagtha, inite, siúcra, tuaslagtha

Torthaí foghlama a bhfuil súil leo (aidhmeanna oibríochta):

Cumasófar don pháiste:
– lean treoracha don imscrúdú
– rudaí a aithint mar rudaí trédhearcacha nó teimhneach tréithe siúcra a aithint
– na scileanna a bhaineann le doirteadh agus corraigh a chleachtadh
– an scil a thomhas ag úsáid cupáin
– breathnuithe agus tuar a dhéanamh le linn an turgnaimh

Scileanna STEM – a bhfuil baint ag an aonad foghlama leo

SCILEANNA STEM

– Ceistiú
– Ag samhlú
– Ag comparáid
– Déanamh
– Breathnóireacht
– Tuar
– Naisc a tharraingt
– Tomhais

SCILEANNA BREISE

– Ag leanúint treoracha
– Éisteacht ghníomhach
– Scileanna cócaireachta corraigh agus doirt
– Litearthacht – forbairt foclóra
– Ag leanúint rialacha sábháilteachta
– Rannpháirtíocht san fhoghlaim
– Líníocht
– Scileanna ealaíne
– Scileanna comhoibritheacha maidir le seal a thógáil

Modheolaíochtaí teagaisc / imlíne gníomhaíochta

Nóta don Mhúinteoir: Molann tú an ghníomhaíocht seo a thosú níos luaithe sa lá scoile, mar is gá don siúcra leáite fuarú agus cruaite sula mbeidh sé in ann é a láimhseáil. Chomh maith leis sin, teastaíonn dlúth-mhaoirseacht agus tacaíocht ó dhaoine fásta sa turgnamh seo de réir mar a éiríonn an meascán an-te.

Réamhrá:

1. Iarr ar dhaltaí breathnú ar bhalla sa rang agus a insint duit cad a fheiceann siad taobh amuigh. Pléigh. (Ní raibh siad in ann aon rud a fheiceáil toisc nach féidir linn a fheiceáil trí bhallaí). Ar an gcaoi chéanna, iarr ar dhaltaí breathnú amach ar fhuinneog an ranga agus cur síos a dhéanamh ar a bhfeiceann siad. Pléigh. (D’fhéadfaidís an rud a bhí taobh amuigh a aithint toisc go bhféadfaidís a fheiceáil tríd an bhfuinneog; Tá sé seo toisc go bhfuil fuinneoga déanta as gloine, rud a ligeann dúinn a fheiceáil tríd).

2. Mínigh gur ‘Trédhearcach’ a thugtar ar rudaí a fheicimid tríd (Ligeann rudaí trédhearcacha solas tríd ionas go bhfeicfimid na rudaí taobh thiar díobh go soiléir) ach mura féidir linn a fheiceáil trí réad, cosúil leis an mballa, tugtar ‘teimhneach’ air ( Ní cheadaíonn rudaí teimhneach solas tríd agus mar sin ní féidir linn a fheiceáil tríd an réad ar chor ar bith).

3. Tarraing dhá cholún ar an gclár ‘Transparent’ agus ‘Opaque’ agus iarr ar dhaltaí rudaí a mholadh do gach colún. (Mar shampla: trédhearcach – fuinneog, spéaclaí léitheoireachta, gloine óil, lochán uisce / teimhneach – barr boird, clár bán, cathaoir, peann luaidhe, rialóir)

4. Cuir in iúl do dhaltaí go bhfuil siad chun rud ar a dtugtar gloine Inite a dhéanamh, as siúcra – tá cuma gloine air ach ní gloine é, is rud é is féidir leat a ithe. Faigh tuiscint na ndaltaí ar thréithe siúcra agus pléigh iad.

Gníomhachtaí:

(Iarr ar dhaltaí oibriú i ngrúpaí de 5, ag glacadh sealanna)

Ábhair:
– Cupán tomhais
– 1 cupán siúcra
– 1/3 cupán uisce
– Síoróip arbhar éadrom 1/3 cupán
– Tráidire cócaireachta
– Sáspan
– Scragall alúmanaim (1 bhileog in aghaidh an ghrúpa)
– Dathú bia (roghnach)

Treoracha:
1. Iarr ar dhaltaí na rudaí seo a leanas a dhéanamh:

2. Líne an tráidire cócaireachta leis an mbileog scragall.

3. Cuir an sáspan os cionn teas meánach.

4. Tomhais an siúcra agus an t-uisce amach agus doirt isteach sa sáspan, ag corraigh go maith. Ceist shamplach: Cad a tharlóidh don siúcra, dar leat?

5. Déan an meascán a mhúscailt go leanúnach, ag ligean do na daltaí an siúcra a thuaslagadh leis an uisce a urramú.
Ceisteanna samplacha: Cén chuma atá ar an siúcra anois? / Cad a tharla don siúcra? (Díscaoileadh é)

6. Mínigh cad a chiallaíonn tuaslagán: nuair a mheascann tú substaint le leacht agus an chuma air go bhfuil an tsubstaint imithe ach go bhfuil sí díreach measctha leis an leacht.

7. Ansin tomhais an síoróip arbhar amach agus corraigh é sa mheascán siúcra agus uisce.

8. (Beidh ar dhuine fásta an chéim seo a dhéanamh de réir mar a éiríonn an meascán an-te, thart ar 150 céim Celsius) Coinnigh ag corraigh go dtí go dtosaíonn an siúcra ag fiuchadh. Ansin fág an meascán chun suí ar feadh thart ar 10 go 15 nóiméad.

9. Cuir ach cúpla braon den dathú bia leis.

10. Iarr ar dhuine fásta do mheascán a dhoirteadh go tanaí isteach sa phain, agus é a scaipeadh amach.

11. Fág é ag cruaite ar feadh thart ar 1 go 2 uair an chloig.

12. Ansin iarr ar dhaltaí a ngloine inite a ardú go cúramach agus féachaint tríd. (Nóta: is féidir leis an ngloine inite a bheith trédhearcach nó tréshoilseach ag brath ar athróga ar nós an méid atá cócaráilte aige agus an méid dathúcháin bia a úsáidtear, nó uaireanta teimhneach má chuirtear an iomarca dathú bia dorcha air).

13. Ask the class to identify the edible glass for each group as transparent or opaque. Here you can also introduce the word ‘Translucent’ – when an object is semi-
transparent. Translucent objects allow light through but we can’t see detailed shape.

14. Iarr ar an rang an ghloine inite do gach grúpa a aithint mar thrédhearcach nó teimhneach. Anseo is féidir leat an focal ‘Translucent’ a thabhairt isteach – nuair a bhíonn réad leath-leath
trédhearcach. Ligeann rudaí tréshoilseach solas tríd ach ní féidir linn cruth mionsonraithe a fheiceáil.

Conclúid:
Iarr ar na daltaí atá ag obair ina n-aonar, a shamhlú go bhfuil siad ag breathnú trí dhraíocht fuinneog agus na rudaí a fheiceann siad a tharraingt tríd an bhfuinneog.

Measúnú ar fhoghlaim

bileog breathnóireachta daltaí

Trealamh agus ábhair le húsáid san aonad foghlama (uirlisí, comhábhair srl)

Do Daltaí (in aghaidh an ghrúpa):
– Cupán tomhais
– 1 cupán siúcra
– 1/3 cupán uisce
– Síoróip arbhar éadrom 1/3 cupán
– Tráidire cócaireachta
– Sáspan
– Scragall alúmanaim (1 bhileog in aghaidh an ghrúpa)
– Dathú bia (roghnach)

Cineál suíomh

cistin nó seomra ranga le háiseanna cócaireachta

Tagairtí

https://letslassothemoon.com/2016/07/07/edible-glass/

https://inthekitchenwithmatt.com/edible-sugar-glas

Edible Glass

Overall aims

● to enable pupils to explore transparency by making edible glass
● to enable pupils to investigate the relationship between light and materials
● to develop pupils’ skills in listening and following instructions
● to develop pupils’ skills in measuring
● to develop pupils’ cooking skill of stirring and pouring
● to develop pupils’ skills in observing and predicting
● to develop pupils’ skills in drawing connections
● to develop pupils’ skills in turn-taking
● to develop pupils’ creative thinking skills

Vocabulary – keywords should be understood

Transparent, translucent, opaque, glass, clear, light, dissolve, edible, sugar, dissolve, stir

Expected learning outcomes (operational aims)

The child will be enabled to:
● follow instructions for the investigation
● identify objects as transparent or opaque
● identify characteristics of sugar
● practice the skills of pouring and stirring
● practice the skill of measuring using cups
● make observations and predictions during the experiment

STEM skills – to which the learning unit is related to

CORE STEM SKILLS

● Questioning
● Imagining
● Comparing
● Making
● Observing
● Predicting
● Drawing connections
● Measuring

ADDITIONAL SKILLS

● Following instructions
● Active listening
● Cooking skills of stirring and pouring
● Literacy – vocabulary development
● Following rules of safety
● Engagement in learning
● Drawing
● Artistic skills
● Collaborative skills of turn-taking

Teaching methodologies/activity outline

Teacher Note: Recommend starting this activity earlier in the school day, as the melted sugar needs to cool and harden before being able to handle it. Also, this experiment requires close adult supervision and support as the mixture becomes very hot.

Introduction:
1. Ask pupils to look at a wall in the class and tell you what they see outside. Discuss.
(They couldn’t see anything because we can’t see through walls). Similarly, ask pupils to look out the class window and describe what they can see. Discuss. (They could identify what was outside because they could see through the window; This is because windows are made of glass, which allows us to see through it).

2. Explain that things we can see through are called ‘Transparent’ (Transparent objects allow light through so we can clearly see the objects behind them) but if we can’t see through an object, like the wall, it is called ‘opaque’ (Opaque objects don’t allow light through so we can’t see through the object at all).

3. Draw two columns on the board ‘Transparent’ and ‘Opaque’ and ask pupils to suggest objects for each column. (For example: transparent – a window, reading glasses, a drinking glass, a puddle of water/ opaque – a table top, a whiteboard, a chair, a pencil, a ruler).

4. Inform pupils that they are going to make something called Edible glass, from sugar- it looks like glass but it’s not glass, it’s something you can eat. Elicit pupils’ understanding of the characteristics of sugar and discuss.

Activity:
(Ask pupils to work in groups of 5, taking turns)

Materials:
● Measuring cup
● 1 cup sugar
● 1/3 cup water
● 1/3 cup light corn syrup
● A cooking tray
● A saucepan
● Aluminium foil (1 sheet per group)
● Food colouring (optional)

Instructions:
Ask pupils to do the following:
1. Line the cooking tray with the sheet of foil.
2. Place the saucepan over a medium heat.
3. Measure out the sugar and water and pour into the saucepan, stirring well.
Sample question: What do you think will happen to the sugar?
4. Continuously stir the mixture, allowing the pupils to observe the sugar dissolving with the water.
Sample questions: What does the sugar look like now? / What happened to the sugar? (It dissolved)
5. Explain what dissolves means: when you mix a substance with a liquid and it looks like the substance has disappeared but it has just mixed in with the liquid.

6. Next measure out the corn syrup and stir it into the sugar and water mixture.
7. (An adult will need to do this step as the mixture gets very hot, approx. 150 degrees Celsius) Keep stirring until the sugar starts to boil. Then leave the mixture to sit for about 10 to 15 minutes.
8. Add only a few drops of food colouring.
9. Ask an adult to pour your mixture thinly into the pan, spreading it out.
10. Leave it to harden for about 1 to 2 hours.
11. Then ask pupils to carefully lift up their edible glass and look through it. (Note: the edible glass can be transparent or translucent depending on variables such as how much it’s cooked and how much food colouring is used, or sometimes even opaque if too much dark food colouring is added).

12. Ask the class to identify the edible glass for each group as transparent or opaque.

Here you can also introduce the word ‘Translucent’ – when an object is semi-transparent. Translucent objects allow light through but we can’t see detailed shape.

Conclusion:
1. Ask the pupils working individually, to imagine they’re looking through a magic window and to draw what they see through the window.

Assessment of learning

Pupil observation sheet

Equipment and materials to be used in learning unit (tools, ingredients etc)

For Pupils (per group):
● Measuring cup
● 1 cup sugar
● 1/3 cup water
● 1/3 cup light corn syrup
● A cooking tray
● A saucepan
● Aluminium foil (1 sheet per group)
● Food colouring (optional)