WESTVALE PRIMARY SCHOOL MEDIUM TERM PLAN

TEACHER: MR. S. MYCROFT TERM: SUMMER ONE 2011 AREA: SCIENCE - FRICTION
CLASS/YEAR GROUP: YEAR 4 SCIENCE KEY SKILL: LEVEL 3
SESSION
LEARNING OBJECTIVE
PROGRAMME OF STUDY
KEY SKILL TO BE
ACHIEVED
ACTIVITIES ASSESSMENT
WB:
18/04/11
The children should:
Identify forces as pushes
and pulls
Use a force metre
accurately
Know that the unit of force
is ewton !"
#ecord forces usin$ the
correct units
1a That science is a%out
thin&in$ creati'ely to try to
e(plain how li'in$ and non)
li'in$ thin$s wor&* and to
esta%lish lin&s %etween causes
and effects+
2e Use simple e,uipment and
materials appropriately and
ta&e action to control ris&s+
2b -onsider what sources of
information* includin$ first)
hand e(perience and a ran$e
of other sources* they will use
to answer ,uestions+
I reco$nise why it is
important to collect
data to answer
,uestions+
I act on su$$estions
and put forward my
own ideas a%out how
to find the answer to
a ,uestion+
I use scientific
'oca%ulary to
descri%e my
o%ser'ations+
Brainstorm children.s ideas of what they already &now a%out /0riction.+ 1oss+ record on /post
its. to display on 2cience wor&in$ wall+ #emind children that /push. and /pull. are e(amples of
forces* $i'e e(amples of /pushes. and /pulls. i+e+ wei$ht lifters* ice s&aters* runners etc+ 3s& chn
for further e(amples 4 record on 2B under headin$s /pushes. and /pulls. 4 could possi%ly print out
and display on science wor&in$ wall+
http://www+primaryresources+co+u&/science/powerpoint/friction+ppt
5i'e out a selection of sprin$s* allow time for children to e(plore pushin$ and pullin$ them+
Warn a$ainst o'er stretchin$+ 3s& children to thin& a%out: D !"# $ %&' ()*+",( "''- ! &!*-'*
* .'(('* )/.. %&!" %&' %&'*(0 1&+2& 3!# - #/ )/(& !"- 3&+2& 3!# - #/ )/..04 #epeat
acti'ity with ma$nets+
BB- 2prin$s 6 7a$nets acti'ity:
http://www+%%c+co+u&/schools/scienceclips/a$es/898/ma$nets9sprin$s+shtml
3lternati'e +ppt: http://www+primaryresources+co+u&/science/powerpoint/sprin$s+ppt
2how a force meter to the class+ :(plain and discuss+ :nsure children are aware that we
measure force in ewtons and that this can %e a%%re'iated to +
http://www+mystery)productions+info/hyper/;ypermedia9<00=/>ohns/inde(+htm
-hn to wor& in pairs with a force meter and a selection of classroom o%?ects+ -hildren to record
findin$s in a ta%le under the headin$s /@%?ect. and /0orce !".+ A3 could use
http://www+primaryresources+co+u&/science/docs/measurin$9forces+doc to record results+
1A:3#B
-orrect and misconceptions and restate for them the use of force meters and the unit in which
scientists measure force+
#e'isit ideas from %rainstorm at the start of the session+ Co chn want to add anythin$ elseD Use
different colour /post it. for new ideas/thou$hts+
0inish %y as&in$ children if they would find it easy or hard to push different o%?ects on a smooth
or rou$h surface+
WB:
<E/04/11
The children should:
Know that the force %etween two
surfaces is called friction
Know that friction can %e useful
1redict what mi$ht happen
1lan a fair test
7a&e and record relia%le a
measurement+
2a 3s& ,uestions that can %e
in'esti$ated scientifically and decide
how to find answers+
2c Thin& a%out what mi$ht happen or
try thin$s out when decidin$ what to do*
what &ind of e'idence to collect* and
what e,uipment and materials to use+
2d 7a&e a fair test or comparison %y
chan$in$ one factor and o%ser'in$ or
measurin$ the effect while &eepin$
other factors the same+
2e Use simple e,uipment and materials
appropriately* ta&e action to control ris&s
I $i'e reasons for my
o%ser'ations+
I use scientific
'oca%ulary to
descri%e my
o%ser'ations+
I predict what mi$ht
happen %efore I carry
out any tests+
#ecap on A@ from last wee&+
0riction 3cti'ity 4 -ar on ranp* complete to$ether and discuss+ http://%it+ly/$,4eAE
Inform children that they are $oin$ to in'esti$ate which surface would %e %est for a new /<p
machine. at the ne(t local fair+
-hildren will conduct the 0riction In'esti$ation /The <p sho'e.+ http://%it+ly/$8scA-
-hildren will need to consider:
;ow will we &now which surface is most suita%leD
What should we measureD
What do we need to &eep the sameD
Why is this importantD
;ow could we present our results clearlyD
What do you thin& would %e the %est surfaceD
#ecord findin$s in ta%les in their %oo&s+
1A:3#B ) -hildren to report findin$s to class+ Co children a$ree with others findin$sD 3$ree on
%est surface and why+ 3s& children if they want to add anythin$ else to the /we &now this a%out
friction. display 4 use different post it note a$ain+
WB:
0</0E/11
-hildren to &now:
That in addition to $ra'ity
other forces act on an
o%?ect in water
That certain shapes mo'e
more easily throu$h water
than others+
That water resistance
slows an o%?ect when
mo'in$ throu$h water+
2a 3s& ,uestions that can %e
in'esti$ated scientifically and
decide how to find answers+
2c Thin& a%out what mi$ht
happen or try thin$s out when
decidin$ what to do* what
&ind of e'idence to collect*
and what e,uipment and
materials to use+
2d 7a&e a fair test or
comparison %y chan$in$ one
factor and o%ser'in$ or
measurin$ the effect while
&eepin$ other factors the
same+
2e Use simple e,uipment and
materials appropriately* ta&e
action to control ris&s
I $i'e reasons for my
o%ser'ations+
I use scientific
'oca%ulary to
descri%e my
o%ser'ations+
I predict what mi$ht
happen %efore I carry
out any tests+
#emind chn that they ha'e %een learnin$ a%out the science of forces and that they ha'e
in'esti$ated the force %etween two solid surfacesF friction+ Tell them that they are $oin$ to
in'esti$ate the forces actin$ on an o%?ect in water+
3s& chn to thin& %ac& to when they last swam* as& ,uestions such as:
;a'e you e'er tried wal&in$ throu$h waterD
Was it easier or harder than wal&in$ on landD
Why do you thin& it was harderD
What happens if you try to run throu$h waterD
Why do you thin& it was e'en harder than wal&in$D
http://www+primaryresources+co+u&/science/powerpoint/water9resistance+swf
Tell the children that we are $oin$ to in'esti$ate which shape tra'els the fast throu$h water+
0or this they will need:
3 tall cylinder filled with water
3 stop)watch
1lasticine !or %lu)tac as an alternati'e"
3s& children to ma&e 4 different shapes !%all* sausa$e* cu%e and other"+ -hildren to predict
which shape will tra'el the fastest* record this in %oo&s+ -hn to complete e(periment with
shapes* ensurin$ a fair test+ #ecord results on a separate sheet to %e transferred to %oo&s when
e(periment is o'er+
1A:3#B
3s& each $roup to feed%ac& their findin$s to the rest of class in terms of the shape which $a'e
the least water resistance+ Ciscoura$e chn from sayin$ Gthe thin pointed shape pushed the
water out of the wayH+
3s& chn to identify the force that is ma&in$ the shape mo'e in the water !$ra'ity"* the direction
in which this acts and the direction in which upthrust acts !the opposite direction to $ra'ity and
therefore to the mo'ement of the shape"+
#ecord these facts in %oo&s+
WB:
0I/0E/11
-hildren should &now:
That air resistance is a
force that slows o%?ects
mo'in$ throu$h air
That different shapes
create different air
resistance
That air resistance can %e
2a 3s& ,uestions that can %e
in'esti$ated scientifically and
decide how to find answers+
I $i'e reasons for my
o%ser'ations+
I use scientific
'oca%ulary to
descri%e my
o%ser'ations+
I predict what mi$ht
happen %efore I carry
out any tests+
T@ B: -@71A:T:C @ 3 WICB C3B 4 7o'e lessons /around. as necessary+
If appropriate 4 ta&e chn outside and as& ,uestions such as:
What are the trees !or litter etc+" doin$D
What is ma&in$ them do thatD
;ow is it ma&in$ them do thatD
3s& chn to run from one side of the play$round to the other* then repeat holdin$ a piece of 34
paper+ 0inally repeat with a lar$e sheet of card !or similar alternati'e"+ When each $roup ha'e
ran* as& ,uestions such as:
Cid you notice a differenceD What was itD
What do you thin& made that differenceD
;ow could we ma&e it easierD
2c Thin& a%out what mi$ht
happen or try thin$s out when
decidin$ what to do* what
&ind of e'idence to collect*
and what e,uipment and
materials to use+
2d 7a&e a fair test or
comparison %y chan$in$ one
factor and o%ser'in$ or
measurin$ the effect while
&eepin$ other factors the
same+
2e Use simple e,uipment and
materials appropriately* ta&e
action to control ris&s
Upon return to class* e(plain to children that the force they e(perienced is called /air
resistance. and that it can push or pull li&e other forces+ -hn to complete wor&sheet if time
allows: http://www+primaryresources+co+u&/science/pdfs/air9resistance+pdf
2how children selection of shapes on 2B+ 3s& children to predict which shape would %e a%le to
stand up in the stron$est /wind. and the reasons for their predictions+ #ecord these on 2B+ -hn
to ha'e card%oard 'ersions of shapes that stand up independentlyF s,uare* trian$le* circle and
circle with centre missin$ !dou$hnut"+ -hildren to use hairdryer !or e,ui'alent" to test which
shape stands up in the stron$est /wind.* %y mo'in$ the shape closer chn can record at what
distance from the /wind. the shape fell o'er+ #ecord results in %oo&s+
1A:3#B
Brin$ the class %ac& to$ether* as& chn to report their findin$s+ 3s& which shape had the least air
resistance !the one that fell o'er when the /wind. was closest"+ Was this what they predictedD
3s& children to try and e(plain why they o%tained these results+
W!e" c#$%d &e'(')a"ce be $'e*$%+, Brainstorm ideas and $i'e e(ample of a sailin$ %oat !pic on
2B" and as& them where the air resistance is+ ;ow is this usefulD
WB:
1J/0E/11
The children should:
1lan a fair test sayin$ what
they will chan$e* what
they will &eep the same
and what they will measure
Identify a pattern in their
results and e(plain it in
terms of air resistance
2a 3s& ,uestions that can %e
in'esti$ated scientifically and
decide how to find answers+
2c Thin& a%out what mi$ht
happen or try thin$s out when
decidin$ what to do* what
&ind of e'idence to collect*
and what e,uipment and
materials to use+
2d 7a&e a fair test or
comparison %y chan$in$ one
factor and o%ser'in$ or
measurin$ the effect while
&eepin$ other factors the
same+
2e Use simple e,uipment and
materials appropriately* ta&e
action to control ris&s
I $i'e reasons for my
o%ser'ations+
I use scientific
'oca%ulary to
descri%e my
o%ser'ations+
I predict what mi$ht
happen %efore I carry
out any tests+
#e'iew wor& of the pre'ious lesson and as& chn what happened when they ran across the yard
with the paper 6 card%oard+ -hallen$e with ,uestions such as:
What did the card ma&e you doD
Is there a time that mi$ht %e usefulD
2how chn a photo of s&ydi'ers+ 3s& them: GWhat forces are actin$ on the s&ydi'ers and in which
directionDH 3 'ideo clip of s&ydi'ers with sound would support this if possi%le+
GWhat does a parachute do to help s&ydi'ers land safelyDH
Tal& to chn a%out $ra'ity and air resistance+ Tal& a%out the fa%rics used for parachutes and why
a fine nylon parachute is has more air resistance than a woollen one of the same siKe+
:(plain to the children that they will %e ma&in$ their own parachutes of different siKes and
seein$ if this alters the air resistance+ In pairs chn to ma&e parachute of different siKes !10cm
<
*
1Ecm
<
6 <0cm
<
" usin$ strin$* paper and %lu)tac as a wei$ht+ 3s& each $roup to plan a fair test to
find out what difference the siKe of the parachute ma&es+ -hn to %e encoura$ed to write down:
Their prediction of which parachute will %e the most effecti'e
What e'idence they will need in order to decide
Their planned method and how they will carry out a fair test
Their measurements
#emind chn that in order to carry out a fair test the same wei$ht will need to %e dropped from
the same hei$ht+ !Teacher and T3 could assist with this"
1A:3#B
:ach $roup to present their findin$s to the class+ Identify any pro%lems or successes that they
had+ Would any $roups ma&e chan$es to impro'e their testD
3s& the children to wor& to$ether to e(plain their results in terms of air resistance+ 3s& each
$roup to try to e(plain their $eneraliKation: for e(ample* as the siKe of the parachute went up
the time ta&en to fall went down+
3s& the children if they want to add anythin$ to the /wor&in$ wall.+
WB:
<=/0E/11
The children should:
Know that a force is a push
or pull
Know that forces act in a
direction and indicate the
direction of a force
7easure forces
Know that friction* water
resistance and air
resistance slow the
mo'ement of an o%?ect
Know that frictional forces
can %e chan$ed
C#"'#%(da)(#" #* -&e.(#$'
/ee0' P#S1
I $i'e reasons for my
o%ser'ations+
I use scientific
'oca%ulary to
descri%e my
o%ser'ations+
I predict what mi$ht
happen %efore I carry
out any tests+
#e'iew wor& co'ered so far in topic+
3llowin$ opportunities for paired tal&* as& children ,uestions such as:
What am I doin$ if I mo'e this o%?ectD
Which direction does the force act inD
;ow could I measure the siKe of the forceD
When I try to ride a %i&e it &eeps slowin$ downF why is thatD
;ow could I ma&e the friction lessD
Is there a difference %etween cyclin$ into a wind and usin$ an e(ercise %icycleD WhyD
When mi$ht I want a frictional force to %e lar$eD
Why are fish shaped the way that they areD
Who can thin& of a $ood ?o% that air resistance doesD
-@71A:T: 322:227:T