PR-6170RUK Science A STEM Approach - Primary 1

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Lesson 2 Energy and Forces HOW THINGS MOVE Teacher Notes Science Inquiry Focus: How do objects move? Can they move by themselves? Skills Development/Working Scientifically: • Questioning • Predicting • Investigating and experimenting • Analysing Science Learning Outcome: • Pupils observe how everyday objects move from one place to another, including rolling, sliding, spinning and bouncing. Technology/Engineering/Mathematics Links: • Viewing digital texts, including online videos. • Identifying and exploring how objects use forces to move. • Participating in a class vote by answering yes or no to a given question. • Using mathematical language to describe the size and weight of objects and the speed and distance at which they move. Background Information • Objects move when they are acted upon by a force. This force can be an environmental factor such as gravity or a force exerted by human activity. • For simple explanations of motion, position, speed and force with images as examples, see page 46. • For the purpose of this unit, the focus will be on how things move by rolling, sliding, bouncing and spinning, and how size, shape and weight affect their movement. • Rolling means to move in a continuous motion with constant contact along a surface, turning over and over. • Sliding means to move in a continuous motion with constant contact between one surface of an object and another smooth surface. • Bouncing means to move in a continuous motion making contact with the ground for a short period of time before rebounding into the air. • Spinning means to move in a continuous, circular, turning motion with constant contact between the object and a smooth surface, either on a spot or along a path. Assessment Focus: • Use page 47 to assess the pupil's understanding of how objects move, including rolling, sliding, bouncing and spinning. Resources • Online video—Force and Motion at • A copy of the cards on page 46. These may be coloured, cut and laminated prior to the lesson. • A selection of objects that move in different ways, such as a toy car, a tennis ball, a wooden block, a fidget spinner or spinning top, and a hula hoop • A copy of page 47 for each pupil Viewing sample 44 Science: A STEM APPROACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com
Energy and Forces HOW THINGS MOVE Lesson 2 Lesson Plan Introduction: 1. Take the class outside to conduct a five-minute movement relay with the pupils. Divide the class into teams of six and place three pupils from each team at one end of the relay and the other three pupils at the other end. Call out a type of movement, such as walking, running, crawling, hopping or jumping. Pupils must perform that movement during the relay until another type of movement is called. Alternatively, these movements can be performed on the spot in a classroom if there is sufficient space. Development: 2. Watch the video Force and Motion at . This video provides simple definitions of the words 'motion', 'position' and 'speed' and explains different types of motion (up, down, forwards, backwards, round and round, and zigzag) and different ways we can get stationary objects in motion (push, pull, hit it with another object, and blow on it). Alternatively, use the word wall posters on page 46 and read the definitions to pupils. 3. Using the word wall posters on page 46, reinforce the words and concepts; for example, ‘When objects are moving they are in motion’, ‘Objects can move along different paths while in motion’, ‘Objects move from one position to another’, ‘Objects move at different speeds’ and ‘Objects use different forces to move’. Note: If the posters were used in Step 2, skip this step. 4. Display a selection of objects that roll, slide, bounce and spin. Some examples are listed in the Resources on page 44. Ask pupils Can these objects move on their own the same way humans and animals can? Conduct a class Yes/No vote and record the tally on the whiteboard. 5. Divide the class into groups of five or six and give each group a set of five objects that move differently. Some examples are listed in the Resources section on page 44. Pupils explore how each object moves and individually record their observations by writing 'yes' or 'no' in each column on page 47. Differentiation • Less able pupils may place a tick or cross in each column and may be assisted by an adult to read each question. • More able pupils may be encouraged to complete page 47 then find additional objects and see how they move. Pupils can record their objects on the back of page 47. Reflection: 6. Name a type of movement (e.g. roll, slide, bounce, spin, walk, crawl, fly, fall) and, using a thinkpair-share, pupils decide if an object, an animal, or both objects and animals can move in this way. Pupils should be encouraged to provide examples to justify their decision. Viewing sample www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Science: Infants A STEM APPROACH 45
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PR-6170RUK Science A STEM Approach - Primary 1

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