Term+3+science

ENGAGE - Making things move LO: I will observe and describe ways of moving toys Remembering - Put a toy in front of the group, students suggest ways the toy could move. Do the toys change shape when they are pushed or pulled? Understanding - HOT POTATO In small groups (3), students work together to add as many objects as they can to the Making Things Move table. (Things that move on the ground, in water and in the air.) Applying - In the same groups - each group gets a toy. Jobs - Manager - responsible for collecting the toy and ensuring the group stays on task Speaker/Writer - responsible for collecting and writing the data in relation to the task Director - asks the questions and check the all the investigation has been done well • How does the toy move?

• Does the toy move the same way each time?

• What made the toy move?

• Why do you think that? Analysing - If you had to add to the Making things move table, where would you put it and why? Evaluate - Congregate in the red room and evaluate this lesson together. Create - What are some words that describe how toys move for a common word wall?

EXPLORE - Push/pull pursuit - Olympics LO: I can describe pushes and pulls that make objects move Remembering - As a whole 1/2 group, in amphitheater http://www.bbc.co.uk/schools/ scienceclips/ages/6_7/ forces_movement.shtml Move into specialist groups in own spaces Understanding - Olympic sports use push and pull too! Brainstorm some sports and use scientific vocab to explain how people/objects move. Add to the group word wall if you need to. Applying - Students work in pairs or small groups to organise sports into categories of push or pull. PRINT OUT SHEETS BELOW. Students must draw a picture of what pushes and/or what pulls. (DON’T GLUE ON YET! SEE THE NEXT STEP) Analysing - Challenge thinking and discuss how any sports could be categorised differently. Paste down the findings. Evaluating - Creating -



EXPLAIN - Push and pull forces LO: I can show how push and pull forces work Remembering - http://www.ngfl- cymru.org.uk/vtc/identify_forces/eng/ Introduction/act1.swf Move into specialist groups in own spaces Understanding - Introduce the term ‘force’ as a push or pull that can make an object move, change direction or shape. E.g. A rower uses push and pull forces to move through the water. A hurdler uses a push force to get over a hurdle. The pull of gravity is also a force. E.g A ball falls to the ground because of the force of gravity. The pull of gravity holds us on the ground. Show students the paper helicopter you’ve made. Predict what will happen when it is released. Applying - Working in the same teams as the first lesson, students make a helicopter. Analysing - What things do kids think will affect how quickly the helicopter falls to the ground?

Change - what will you change? Observe - which hits the ground first Same - what will you keep the same? Students job is to investigate how changing one thing at a time on the design will affect how fast it falls. Keep one as the control and one as the comparison Evaluating - Investigation planner - teams fill out the planner and have it signed by their teacher to begin

ELABORATE/EVALUATE - Gravity and helicopters LO: I can change how force works on my helicopter Remembering - Why is it important to keep one helicopter the same? Understanding - What pulls the helicopter down?

How does it move?

What pushes up against the wings of the helicopter? Why does the helicopter with bigger/ smaller wings fall more slowly/ more quickly? Applying - Start making changes and observing the results - go to hall and try off the balcony Analysing - What modifications need to be made now? Evaluating - Has the helicopter fall time changed? Creating - Update the word wall