PR-6170RUK Science A STEM Approach - Primary 1

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Lesson 6 Energy and Forces HOW THINGS MOVE Teacher Notes Science Inquiry Focus: How does the size and weight of an object change how it spins? Skills Development/Working Scientifically: • Questioning • Investigating and experimenting • Estimating and measuring • Recording and communicating Science Learning Outcome: • Pupils observe how the size and shape of everyday objects affect how they spin. Technology/Engineering/Mathematics Links: • Viewing online images. • Identifying and exploring how cardboard tubes of different sizes and weights spin. • Participating in a class vote by answering given questions. • Recording a digital video of each experiment. • Comparing the mass of different objects using hefting. • Using mathematical language to describe the size and weight of objects and the speed and length of time at which they spin. Background Information • 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. • Some objects spin when they are propelled in a circular motion on a hard, smooth surface, such as spinning tops. These objects usually have a central point which makes contact with the hard surface. • Some objects spin using ball bearings that allow the object to move, such as fidget spinners. • It is difficult for young children to accurately determine factors that affect spinning as, scientifically, it involves mass-density ratios of each object, the speed at which they are propelled, the type of surface they are spinning on and the amount of gravity acting on the object. • For the purpose of this unit, pupils should discover that similar-shaped objects of different weights and sizes spin differently. Assessment Focus: • Use the videos created by each group to assess pupils' planning and conducting 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 • Online image search—Toys that spin • Two long, cardboard tubes for each group • Two short, cardboard tubes for each group • A large ball of playdough for each group • A digital camera or a tablet computer for each group Viewing sample 58 Science: A STEM APPROACH Infants 978-1-912760-14-5 Prim-Ed Publishing – www.prim-ed.com
Energy and Forces HOW THINGS MOVE Lesson 6 Lesson Plan Introduction: 1. Conduct an image search of toys that spin. Ask pupils to predict how they think these toys move. Discuss that all these toys spin around in circles, either in one spot or along a path. Do you think these toys can spin without any help from humans? How do we make these objects spin? (We can flick them, we can push them and we can spin them using our hands and fingers.) Development: 2. As a class, explain that each group will make their own spinners that are different sizes and have different weights, using cardboard tubes and playdough. You will have to place different amounts of playdough into the cardboard tubes, making sure that it won't fall out. 3. Conduct a show-of-hands vote to identify pupils' understanding of how size and shape might affect how an object spins. Will a cardboard tube full of playdough spin faster or slower than an empty, cardboard tube? Will a long, cardboard tube full of playdough spin faster or slower than a short, cardboard tube full of playdough? Will a short, cardboard tube full of playdough spin for a longer or shorter time than an empty, short, cardboard tube? 4. Give each group two long, cardboard tubes, two short, cardboard tubes and a large ball of playdough. Note: The cardboard tubes should be the same thickness of cardboard. In their groups, pupils experiment to find how the size and weight of a cardboard tube affect how fast and slow the tube spins and how long it spins for by flicking one side of the cardboard tube to put it into motion. Pupils should be encouraged to either fill the whole tube or leave the whole tube empty to monitor results easily. The other group members should be encouraged to make sure that the two cardboard tubes being tested are flicked by the same person with roughly the same amount of force. One group member will need to film each spin test and explain the results using a tablet computer or digital camera. Pupils repeat the activity, testing different cardboard tube combinations. Differentiation • Less able pupils may work as a group with an adult helper asking prompting questions (such as those pupils predicted answers for) to guide the investigation. • More able pupils may be encouraged to test different weights in the large and the small cardboard tubes, such as half-filled tubes, quarter-filled tubes and so on. 5. Clear away the cardboard tubes and the playdough, leaving just the tablet computer or digital camera used to record the videos on each group's desk. Rotate each group of pupils so they are sitting in front of another group's videos. Pupils watch the other group's videos (on mute) and describe the results of the viewed experiments. If time allows, rotate the pupils once more to view a third group's videos. Viewing sample Reflection: 6. Using a think-pair-share, pupils discuss the question What things change how an object spins? Pupils should be encouraged to think about the size and the weight of objects. www.prim-ed.com – Prim-Ed Publishing 978-1-912760-14-5 Science: Infants A STEM APPROACH 59
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PR-6170RUK Science A STEM Approach - Primary 1

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