PR-6171IRE Science A STEM Approach - 1st Class

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STEM Project Energy and Forces NOW YOU SEE IT! NOW YOU HEAR IT! Strand: Energy and Forces – Strand Unit: Light • Recognise that light is needed in order to see. STEM Curriculum Links • Investigate the relationship between light and materials. • Recognise that the sun gives us heat and light, without which we could not survive. Strand: Energy and Forces – Strand Unit: Sound • Explore ways of making different sounds using a variety of materials. Strand: Materials – Strand Unit: Properties and Characteristics of Materials • Identify and investigate a range of common materials used in the immediate environment. • Describe and compare materials, noting the differences in colour, shape and texture. • Group materials according to their properties. Skills Development/Working Scientifically • Questioning • Observing • Predicting • Investigating and experimenting • Estimating and measuring • Analysing • Recording and communicating Designing and Making • Exploring • Planning • Making • Evaluating Viewing sample 84 Science: A STEM APPROACH 1st CLASS 978-1-912760-15-2 Prim-Ed Publishing – www.prim-ed.com
Energy and Forces NOW YOU SEE IT! NOW YOU HEAR IT! STEM project Project STEM Project: Teacher Notes Design and create a new product that is a combination of a sun catcher and a wind chime for the school garden—a sun chime. Estimated duration: 4 weeks 1. Introduce the project • Display images of wind chimes/sun catchers on Pinterest (also linked to the first QR code on page 87 for pupils to explore individually). Ask pupils if they know what the items are called. Discuss what a sun catcher is and what a wind chime is. • Introduce the project brief on page 86 to create a sun chime for the school grounds. 2. Investigate • Watch videos of wind chimes and sun catchers (linked to the QR codes on pupil page on 87): , , and . Do they make light? What source of light do they use? Do they make sound? How do they make sound? • Discuss sources of light learnt from previous lessons. What source of light do sun catchers use? Discuss what kinds of materials were used that used the sunlight. How do CDs use the sun? How does coloured glass use the sun? How do coloured beads or crystals use the sun? • Discuss what kinds of materials were used in the wind chimes and sun catchers. Why is glass used? Why is metal used? Why is wood used? What kind of sounds do they make? Pupils complete page 88. • Allow pupils time to investigate the properties of different materials before deciding which ones to use in their design. The following materials can be provided for the class: keys, washers, bottle tops, marbles, plastic beads, glass beads, craft bells, tin cans, CDs, sequins, craft gems and jewels, different-coloured plastic bottles, cellophane and pieces of metal rod. Pupils will also need fishing line or something similar to hang their sun chimes. • Other resources such as books about making sun catchers or actual examples of teacher-made or bought sun catchers can also be provided: Paper Suncatchers Kit or Origami Suncatchers: Create 20 Dazzling Stars for your Windows by Christine Gross-Loh. 3. Design, plan and manage • Groups discuss ideas for different sun chime designs and the materials they want to use. Pupils design and label a plan of their design. They also make a list of the materials they would like to use and decide who will complete each component of the design. Use the plan template on page 89 if required. 4. Make • Groups collect resources and create their design cooperatively. 5. Evaluate and refine • Pupils re-read the project brief to ensure they have included all required components and make changes if necessary. 6. Communicate • Pupils create a brief video showing their design in the school grounds and how it makes sound and uses light. Viewing sample Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 1st Science: 85 CLASS A STEM APPROACH
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PR-6171IRE Science A STEM Approach - 1st Class

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