PR-6170RUK Science A STEM Approach - Primary 1

More documents

Info

Lesson 4 Energy and Forces HOW THINGS MOVE Teacher Notes Science Inquiry Focus: How does the size and shape of an object change how it slides? Skills Development/Working Scientifically: • Questioning • Predicting • Investigating and experimenting • Communicating Science Learning Outcome: • Pupils observe how the size and shape of everyday objects affect how they slide from one place to another by placing objects on a ramp. Technology/Engineering/Mathematics Links: • Viewing online videos. • Identifying and exploring how different-sized and shaped objects slide. • Participating in a class vote by answering given questions. • Using hefting to determine which object in a pair is heavier and which is lighter. • Using mathematical language to describe the size and weight of objects and the speed and distance at which they move. Background Information • Sliding means to move in a continuous motion with constant contact between one surface of an object and another smooth surface. • Objects that slide often have flat surfaces, such as boxes or beanbags. Objects with smooth surfaces slide more easily than those with rough surfaces. • It is difficult for young children to accurately determine factors that affect sliding as, scientifically, it involves mass-density ratios of each object, the speed at which they are travelling, the distance they are travelling and the type of surface they are travelling on. • For the purpose of this unit, pupils should discover that heavy objects will slide faster and further down a ramp than similarly-sized and shaped objects, and that big objects may slide faster or slower down a ramp than a small object, depending on the weight and shape of each object. Assessment Focus : • Use page 55 to assess the pupil's observation and recording skills. • Use observation records to monitor the pupil's understanding of how the size and shape of an object affects how it slides during the discussion in the Reflection section. Resources • Cardboard ramps (created in Lesson 3) for each group • A small, rectangular wooden construction block for each group • A large, rectangular wooden construction block for each group • An empty tissue box for each group • A full tissue box for each group • A small teddy bear for each group • A toy doll for each group • A plastic sandpit scoop for each group • A plastic sandpit sieve for each group • A beanbag for each group • A plastic sports cone for each group • Digital copy of page 54 for display on the interactive whiteboard • A copy of page 55 for each pupil • Online video—Snow Daze Viewing sample 52 Science: A STEM APPROACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com
Energy and Forces HOW THINGS MOVE Lesson 4 Lesson Plan Introduction: 1. Place a cardboard ramp used during Lesson 3 at the front of the class. Ask pupils If I placed two objects at the top of this ramp, which types of motion could they use to travel down the ramp? (They can roll, slide, spin or bounce.) What causes objects to roll at different speeds and for different distances? (Their size and shape.) Development: 2. Display a small, rectangular wooden construction block, a large, rectangular wooden construction block, an empty tissue box, a full tissue box, a small teddy bear, a toy doll, a plastic sandpit scoop, a plastic sandpit sieve, a beanbag and a plastic sports cone. How do these objects move? (They slide.) Why do you think these objects slide? Explain that objects often slide if they have a flat surface. 3. Display a digital copy of page 54. Point to the two objects in the first row and ask Which object will slide faster? Conduct a class vote to tally pupils' predictions about which object they think will slide faster. Repeat the question for all pairs of objects. Conduct another vote to record pupils' predictions about which object in each pair will slide further and record the tally at the bottom of page 54. 4. Divide the class into groups of five or six and give each group a ramp (created in Lesson 3), a small, rectangular wooden construction block, a large, rectangular wooden construction block, an empty tissue box, a full tissue box, a small teddy bear, a toy doll, a plastic sandpit scoop, a plastic sandpit sieve, a beanbag and a plastic sports cone. Pupils experiment to find how size and shape affect how objects slide by placing two objects at the top of their ramp and letting go at the same time. Pupils should be encouraged to try the same two objects multiple times to ensure their observations are correct. Using page 55, pupils individually record their observations by circling the object that is heavier, lighter, faster and travelled the furthest. Differentiation • Less able pupils may work as a group to complete page 55 or can work with an adult to test each pair of objects. • More able pupils may be encouraged to complete page 55 then find additional objects and see how their size and shape affect how they slide. Pupils can record their objects on the back of page 55. 5. Watch the video at . This video shows cartoon animal characters attempting to slide down a snowy hill before searching for objects they can use to help them slide. Discuss why the characters couldn't slide down the snowy hill at the beginning and how they used objects to help them slide. Discuss the movement made by the duck before he eventually slid down the hill. Viewing sample Reflection: 6. Using a think-pair-share, pupils discuss the question What things change how an object slides? Pupils should be encouraged to think about an object's size, weight and the surface that it is sliding on. www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Science: Infants A STEM APPROACH 53
Page 1 and 2:
Infant Classes AGES 4-6 Viewing sam
Page 3 and 4:
Foreword Science: A STEM Approach (
Page 5 and 6:
Unit Description Lessons The lesson
Page 7 and 8: Living Things LIVING THINGS HAVE NE
Page 43 and 44: Energy and Forces HOW THINGS MOVE m
Page 45 and 46: Energy and Forces HOW THINGS MOVE U
Page 47 and 48: Energy and Forces HOW THINGS MOVE L
Page 49 and 50: Energy and Forces HOW THINGS MOVE A
Page 53 and 54: Energy and Forces HOW THINGS MOVE H
Page 57: Energy and Forces HOW THINGS MOVE H
Page 61 and 62: Energy and Forces HOW THINGS MOVE H
Page 67 and 68: Energy and Forces HOW THINGS MOVE A
Page 69 and 70: Energy and Forces HOW THINGS MOVE S
Page 73 and 74: Energy and Forces HOW THINGS MOVE P
Page 77 and 78: Materials MATERIALS HAVE PROPERTIES
Page 109 and 110:
Materials MATERIALS HAVE PROPERTIES
Page 111 and 112:
Materials MATERIALS HAVE PROPERTIES
Page 113 and 114:
weather hot warm cool cold Earth an
Page 115 and 116:
Earth and the Environment DAILY AND
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
show all

PR-6170RUK Science A STEM Approach - Primary 1

Create successful ePaper yourself

Delete template?

Save as template?