PR-6170RUK Science A STEM Approach - Primary 1

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Lesson 5 Energy and Forces HOW THINGS MOVE Teacher Notes Science Inquiry Focus: How does the size and shape of an object change how it bounces? Skills Development/Working Scientifically: • Questioning • Predicting • Investigating and experimenting • Recording and communicating Science Learning Outcome: • Pupils observe how the size and shape of different balls affect the way they bounce by dropping balls from a controlled height. Technology/Engineering/Mathematics Links: • Viewing digital texts, including online animations. • Identifying and exploring how different-sized and shaped balls bounce. • 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 • Bouncing means to move in a continuous motion, making contact with the ground for a short period of time before rebounding into the air. • Objects that bounce are often made of plastic or rubber containing air inside, such as balls. Other objects made from different materials may also bounce but may not contain the energy to continue bouncing. • It is difficult for young children to accurately determine factors that affect bouncing as, scientifically, it involves mass-density ratios of each object, the speed at which they are travelling, the distance they are travelling, the type of surface they are bouncing on and the amount of gravity and air resistance acting on the object. • For the purpose of this unit, pupils should discover that two objects of different weights will fall at the same rate from a given position, regardless of their mass, but will bounce to a different height. Pupils should also discover that different-shaped balls will bounce in different directions. Assessment Focus: • Use observation records to monitor the pupil's planning and conducting skills during the experiments and to monitor the pupil's understanding of how the size and shape of an object affect how it slides during the discussion in the Reflection section. Resources • Online animation—Bouncing Ball at • Basketball court access • A basketball for each group • A tennis ball for each group • A golf ball for each group • A small foam or PVC ball for each group • A rugby ball for each group • A beach ball for each group Viewing sample 56 Science: A STEM APPROACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com
Energy and Forces HOW THINGS MOVE Lesson 5 Lesson Plan Introduction: 1. Watch the short animation that demonstrates bouncing at . Ask pupils What type of motion are they using? (How are they moving?) Did they start and finish bouncing in the same position (place)? What speed did they bounce? (Did they bounce fast or slow?) Can objects really start bouncing without any help from humans? What happened to the sack at the end of the animation? What do we need to be careful of when we are bouncing objects high into the air? Development: 2. Take pupils to a basketball court and divide the class into groups of six. Conduct a five-minute movement relay by placing three pupils from each group at one end of the basketball court and the remaining three pupils at the halfway line. Give each player in a team a different ball, including a basketball, a tennis ball, a golf ball, a small foam or PVC ball, a rugby ball and a beach ball. Pupils take turns bouncing their ball to the other side before tagging the next player. When all players have had one turn they should sit down to show they are finished. Repeat the activity a few times with pupils, switching the ball they use with another player each time. 3. Discuss which balls were easier to bounce and which were harder to bounce. Why do you think the balls that were easier to bounce were so? Why do you think the balls that were harder to bounce were so? Discuss that the size, shape and weight of an object and the material it is made of affect how it bounces. 4. Conduct a show-of-hands vote to identify pupils' understanding of how size and shape affect how high a ball bounces. Will a heavy ball like a basketball bounce higher or lower than a light ball like a tennis ball? Will a round ball like a basketball bounce higher or lower than an oval- shaped ball like a rugby ball? Will two balls the same size and shape bounce to the same height? 5. In their groups, pupils experiment to find how the size and shape of a ball affect the height it bounces to by having two pupils drop a ball from the same height. The other group members should be encouraged to make sure the balls start at the same height, that both pupils drop their ball at the same time without any extra force being applied, and should judge which ball bounces higher. Pupils should also be encouraged to test each combination of balls multiple times to ensure their observations are correct. Repeat the activity testing different ball combinations. Note: Remind pupils that balls should not be bounced above head height to avoid injuries as shown by the animation. Differentiation • Less able pupils may be grouped together and may work with an adult to test each pair of objects and discuss the results. Pupils may also have a starting height marked out for them using tape along a wall or pole. • More able pupils may be grouped together and encouraged to test three objects at the same time to compare the heights of each test. Viewing sample Reflection: 6. Using a think-pair-share, pupils discuss the question What things change how an object bounces? Pupils should be encouraged to think about the size and the weight of an object and the material it is made from. www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Science: Infants A STEM APPROACH 57
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