Week

No.

Objectives

Activities

Including classroom organisation anddifferentiation.

Planned Assessments

Resources

1.

To investigate how pushes & pullscan change the shape of objects.

To use a table to recordresults

To explain the results

To identify the force required toperform familiar actions

QHow can we make this plasticene changeshape?

Revise: twist, squash, stretch and bend

Q Are we using a push or pullmovement?

In. grps

Working with a partner: using plasticeneexplore how to make a variety of shapes, describing action usedas a push or pull.

Top /mid Record on a tick sheet /table

Lower as above with T support

Ind

Complete table to record objects in the classroomwhich need a push or pull force to use.

Plenary: Discuss results tables. Why might some results be different?

Q What is a force? Classdefinition

Participate in , learn & perform an actionpoem

Can they explain the results usingscientific vocabulary?

Can they record the results on atable?

Can lower ability grp. Distinguish apush from a pull?

Plasticine, clay, sponge, etc

Table worksheet

Formative Assessment

Evaluation

2

To investigate how pushes and pullscan make things move

To investigate how differentstrengths and types of push affect the distance an object willtravel

To investigate how pushes and pullsmake objects speed up or slow down

To investigate how pushes and pullsmake objects change direction.

INPE LESSON

Q How can we make this ball/beanbagmove?

Q Do we need to push or pull theball/beanbag?

       Q How can wemake the ball reach the target?

How can we test this? What do weneed? How can we make the test fair?

(Same base line /same object / same type of push / ?)

Can we measure our observations? Howwill we record?

(Concurrent recording sheet)

The stronger the push the further itwill travel

       QHow can wemake this ball travel quicker/slower

[same person to push/same type ofpush but different strength of push]

Q How can we make this a fairtest

The stronger the push the quicker itwill travel

       Q How can wemake the ball change direction

Inpairs investigate different ways

Then snowball ideas

Q What did the ball always have todo? {STOP before it changed direction}

Q When the ball is in the air whichdirection does it always go? [down] Why?

Q What is pulling it to he ground?[Gravity]

Q What do you have to do to make theball bounce higher?

Plenary: Discuss results What happened /why?

Are children able to make the objectmove in different ways?

Are children able to describe whathappened ?

Are children able to explainwhy?

Bean-bags, soft-balls, airflow balls

Formative Assessment

Evaluation

3

To carry out a fair test toinvestigate how far a toy car will travel on 2 different flatsurfaces

To measure using standardunits

To measure using blank tape

Re-cap from last lesson. What will happen if wepush the car? What will happen if you change the strength of theforce/push? theharder the push the further the car goes.

Askchildren what is a surface. Can they identify different surfacesaround the classroom.

Look at some toy cars and through classdiscussion, teacher to model making a mind map of ideas of how tocarry out a fair test to see what will happen when you push thesecars on these different surfaces.

Branches - What do we need? What will we keep thesame? Why? What will we change? What will we need to measure? How?How will we record the results? Predict.

Independent group activity

Children to make predictions about whatthey think would happen.

Ingroups use mind map to help carry out investigation & recordfindings

TT = Help children to decide whatto do and to measure the distance travelled .

Non standard units or blank tape forless able.

Tape measures for more able andmeasure independently

Plenary: Compare predictions with results discuss reasons (friction)

What problems did we havecarrying out a fair test? Why? Whatcould we do? How could we make the car move but keep the forceexactly the same?

Canthey use the mind map to help carry out the fair test?

Canthey measure the distances using appropriate standard units?

Blank recording table

Blank tapes

Tape measures

Large surface mats.

Selection of toy cars.

Formative Assessment

Evaluation

4

To carry out a fair test andinvestigate what happens when a toy car travels down a ramp on 2different surfaces.

To plan a fair test and investigatewhat happens when a toy car travels down a ramp on 2 differentsurfaces.

Review what we did / what happened lastweek. What problems did wehave carrying out a fair test? Why?What could we do? How could we make the car move but keep the forceexactly the same?

Look at same toy cars what willhappen if we put them down a ramp?

(predict )

In pairs children to make a planning mindmap

Howcan we test this? What do we need? How can we make the testfair?

Inpairs draw a mind map to plan their fair test. Branches - What dowe need? What will we keep the same? Why? What will we change? Whatwill we need to measure? How? How will we record the results?Predict.

(Keep, height of ramp the same but change thesurface)

Lower ability have frame including themain branches, what we are changing and a table for recordingalready written in.

Middle abilty to have frame for mindmap with branches written in.

Top ability to write own mindmap

In groups

Children to carry out group investigation.Observe, compare, measure & record results

TT = Help children to decide what todo and to measure the distance travelled . Help record intable.

Plenary: Compare predictions with results /compare with last week. What are the differences and why? How are the surfaces different?

Write class generalisation

The rougher the surface the shorterthe distance travelled.

The smoother the surface thefurther the distance travelled.

Why? Friction

Can they identify what they need tomake a fair test?

Can they plan a fair test using amind map?

Partly completed mind map 2 levels

Blank recording table

Ramps with 2 different surfaces.

Selection of toy cars.

Formative Assessment

Evaluation

5

To carryout a fair test toinvestigate the effect of changing the height of the ramp

To use results in a table to draw ablock graph

Brief review of last 2 weeks

Using the same toy car

Q What will happen if we change theheight of the ramp?

( predict )

How can we test this? What do weneed? How can we make the test fair?

Whole class

Create a mind map to plan a fair test. Branches- What do we need? What will we keep the same? Why? What will wechange? What will we need to measure? How? How will we record theresults? Predict.

(Keep the surface of ramp the same but changethe height)

Ind activity

Using class mind map transfer the information toa blank planning sheet

What do we want to find out?

What will we need?

How will we do it?

How will we make it a fair test? What will we keep thesame?

What will we change?

How will we record our results?

Less able to record pictorially

Ingroups

Carry out the class investigation

More able record as a blockgraph

Plenary: Compare and discuss the results

Can they complete a planningsheet?

Can they construct a blockgraph?

Prepared table

Formative Assessment

Evaluation

6

Toassess childrens understanding of pushes and pulls as examplesof forces

Ask: What is a force? (eg: it makes thingsmove)

Top: Make a word- wheel of wds related toforces

Mid: Masterfile sheet- push or pull + whathappens when you stop?

Low: Folens sheet- push or pull?

Plenary: What force do I use to Discuss.

Worksheets:

Word wheel

Masterfile 69

Folens 27

Infant projects 116 / 1997

Formative Assessment

Evaluation