People Particles/Lesson Document - Revision history

Caroline.jestaz: /* Teacher's Notes */

2012-11-14T16:50:35Z

Teacher's Notes

← Older revision		Revision as of 16:50, 14 November 2012
Line 7:		Line 7:
	Duration – 15 to 20 minutes		Duration – 15 to 20 minutes

	'''Start'''		'''Start'''<br />

	Set up a ‘container’ using cones in the hall in an open sided square shape.		Set up a ‘container’ using cones in the hall in an open sided square shape.

Line 28:		Line 29:
	Then pretend to heat up the bottom of the container giving the children lots of energy – they can now begin to run around quickly but they need mores space to do so. Some children have to break away out of the top of the container and they are able to run around the hall independently of each other. These are people particles in the gas state.		Then pretend to heat up the bottom of the container giving the children lots of energy – they can now begin to run around quickly but they need mores space to do so. Some children have to break away out of the top of the container and they are able to run around the hall independently of each other. These are people particles in the gas state.

	'''End'''		'''End'''<br />

	Ask the children to sit back down. In whatever manner is appropriate for the class, ask questions about what they have just done to check understanding.		Ask the children to sit back down. In whatever manner is appropriate for the class, ask questions about what they have just done to check understanding.

	Marbles in a container as particles can be used back in the classroom to reiterate the concepts covered.		Marbles in a container as particles can be used back in the classroom to reiterate the concepts covered.

Caroline.jestaz: /* Teacher's Notes */

2012-11-14T16:50:19Z

Teacher's Notes

← Older revision		Revision as of 16:50, 14 November 2012
Line 10:		Line 10:
	Set up a ‘container’ using cones in the hall in an open sided square shape.		Set up a ‘container’ using cones in the hall in an open sided square shape.

	Discuss the different states of materials ~~– establish~~ knowledge of the terms solid, liquid, gas. In pairs give children 2 minutes to come up with words to describe water in each of the states.		Discuss the different states of materials, establishing knowledge of the terms 'solid', 'liquid' and 'gas'. In pairs, give children 2 minutes to come up with words to describe water in each of the states.

	'''Main Activity'''		'''Main Activity'''
	Explain that everything in the world is made of particles – simplistic but effective at this stage – ask if anyone knows the names of some of the particles. Children may suggest atoms, cells, etc. Accept all of those and explain that all of those have an amount of energy.

	~~Ask~~ the ~~children to use~~ the ~~Hall to move around as if they had lots~~ of ~~energy – expect running~~. ~~Then as if~~ they ~~had only a bit~~ of energy ~~– expect slow walking/crawling etc~~.		Explain that everything in the world is made of particles – which is simplistic but effective at this stage – and ask if anyone knows the names of some of the particles. Children may suggest atoms, cells, etc. Accept all of those and explain that they all have an amount of energy.

	Ask the children to ~~show you what happens when~~ they ~~have no~~ energy ~~at all~~ – expect ~~stillness with~~ a ~~very little movement~~.		Ask the children to use the hall to move around as if they had lots of energy – expect running. Then as if they had only a bit of energy – expect slow walking/crawling, etc.

	~~Show~~ the children ~~the ‘container’ and~~ show ~~them the open top, the sides and the bottom. Explain that particles are similar to how the children~~ have ~~just been in their movements and that the children are~~ all ~~going to be particles~~.		Ask the children to show what happens when they have no energy at all – expect stillness with a very little movement.

	Start with the liquid state – guide the children in to the container. The children within the container are in the liquid state, which means they have a bit of energy – ask them to move around each other inside the container but say that they don’t have enough energy to move far at all.		Show the children the ‘container’ and show them the open top, the sides and the bottom. Explain that particles are similar to how the children have just been in their movements and that they are all going to be particles.

			Start with the liquid state – guide the children in to the container. The children within the container are in the liquid state, which means they have a bit of energy – ask them to move around each other inside the container but say that they don’t have enough energy to move far at all.

	Then pretend to take energy away from the children – this means that they should move to the bottom of the container very close to each other and stay still – push and pull a couple of children gently to show that when the particles are all clumped together they feel solid as they can’t move.		Then pretend to take energy away from the children – this means that they should move to the bottom of the container very close to each other and stay still – push and pull a couple of children gently to show that when the particles are all clumped together they feel solid as they can’t move.

	Then pretend to heat up the bottom of the container giving the children lots of energy – they can now begin to run around quickly but they need mores space to do so. Some children have to break away out of the top of the container and they are able to run around the hall independently of each other. These are people particles in the gas state.		Then pretend to heat up the bottom of the container giving the children lots of energy – they can now begin to run around quickly but they need mores space to do so. Some children have to break away out of the top of the container and they are able to run around the hall independently of each other. These are people particles in the gas state.

	'''End'''		'''End'''
	Ask the children to sit back down. In whatever manner is appropriate for the class ask questions about what they have just done to check understanding.		Ask the children to sit back down. In whatever manner is appropriate for the class, ask questions about what they have just done to check understanding.

	Marbles in a container as particles can be used back in the classroom to reiterate the concepts covered.		Marbles in a container as particles can be used back in the classroom to reiterate the concepts covered.

Caroline.jestaz: /* How to use this resource */

2012-11-14T16:47:37Z

How to use this resource

← Older revision		Revision as of 16:47, 14 November 2012
Line 1:		Line 1:
	=How to use this resource=		=How to use this resource=

	This resource can be used ~~as a pre cursor~~ to an investigation in to how materials are affected by heating and cooling or it could link to a wider topic on changing materials. Resources ~~needed–~~ large space – cones set out in a 3 sided square large enough for all the children to walk around each other but not so large they can run without coming out of the top ~~– this~~ area is the ‘container’. You need a large area for this particularly if the group are young or excitable e.g. the school hall with an extra adult. Lay down ground rules about behaviour as the activity involves some running around~~. Differentiated~~ questions and support with answers during the initial discussion will help pupils to get the most from the activity.		This resource can be used prior to the investigation in to how materials are affected by heating and cooling or it could link to a wider topic on changing materials. Resources needed are a large space with cones set out in a 3 sided-square large enough for all the children to walk around each other but not so large they can run without coming out of the top. This area is the ‘container’. You will need a large area for this particularly if the group are young and/or excitable (e.g. the school hall would be suitable with an extra adult to supervise). Lay down ground rules about behaviour as the activity involves some running around and use differentiated questions and support with answers during the initial discussion which will help pupils to get the most from the activity.

	=Teacher's Notes=		=Teacher's Notes=

JanetBlair at 23:30, 26 September 2012

2012-09-26T23:30:39Z

← Older revision		Revision as of 23:30, 26 September 2012
Line 15:		Line 15:
	Explain that everything in the world is made of particles – simplistic but effective at this stage – ask if anyone knows the names of some of the particles. Children may suggest atoms, cells, etc. Accept all of those and explain that all of those have an amount of energy.		Explain that everything in the world is made of particles – simplistic but effective at this stage – ask if anyone knows the names of some of the particles. Children may suggest atoms, cells, etc. Accept all of those and explain that all of those have an amount of energy.

	Ask the children to use the Hall to move around as if they had lots of energy – expect running.		Ask the children to use the Hall to move around as if they had lots of energy – expect running. Then as if they had only a bit of energy – expect slow walking/crawling etc.

	Then as if they had only a bit of energy – expect slow walking/crawling etc.

	Ask the children to show you what happens when they have no energy at all – expect stillness with a very little movement.		Ask the children to show you what happens when they have no energy at all – expect stillness with a very little movement.

	Show the children the ‘container’ and show them the open top, the sides and the bottom.		Show the children the ‘container’ and show them the open top, the sides and the bottom. Explain that particles are similar to how the children have just been in their movements and that the children are all going to be particles.
	Explain that particles are similar to how the children have just been in their movements and that the children are all going to be particles.

	Start with the liquid state – guide the children in to the container. The children within the container are in the liquid state, which means they have a bit of energy – ask them to move around each other inside the container but say that they don’t have enough energy to move far at all.		Start with the liquid state – guide the children in to the container. The children within the container are in the liquid state, which means they have a bit of energy – ask them to move around each other inside the container but say that they don’t have enough energy to move far at all.

JanetBlair at 23:27, 26 September 2012

2012-09-26T23:27:27Z

← Older revision		Revision as of 23:27, 26 September 2012
Line 7:		Line 7:
	Duration – 15 to 20 minutes		Duration – 15 to 20 minutes

	Start		'''Start'''
	Set up a ‘container’ using cones in the hall in an open sided square shape.		Set up a ‘container’ using cones in the hall in an open sided square shape.

	Discuss the different states of materials – establish knowledge of the terms solid, liquid, gas. In pairs give children 2 minutes to come up with words to describe water in each of the states.		Discuss the different states of materials – establish knowledge of the terms solid, liquid, gas. In pairs give children 2 minutes to come up with words to describe water in each of the states.

	Main Activity		'''Main Activity'''
	Explain that everything in the world is made of particles – simplistic but effective at this stage – ask if anyone knows the names of some of the particles. Children may suggest atoms, cells, etc. Accept all of those and explain that all of those have an amount of energy.		Explain that everything in the world is made of particles – simplistic but effective at this stage – ask if anyone knows the names of some of the particles. Children may suggest atoms, cells, etc. Accept all of those and explain that all of those have an amount of energy.

Line 30:		Line 30:
	Then pretend to heat up the bottom of the container giving the children lots of energy – they can now begin to run around quickly but they need mores space to do so. Some children have to break away out of the top of the container and they are able to run around the hall independently of each other. These are people particles in the gas state.		Then pretend to heat up the bottom of the container giving the children lots of energy – they can now begin to run around quickly but they need mores space to do so. Some children have to break away out of the top of the container and they are able to run around the hall independently of each other. These are people particles in the gas state.

	End		'''End'''
	Ask the children to sit back down. In whatever manner is appropriate for the class ask questions about what they have just done to check understanding.		Ask the children to sit back down. In whatever manner is appropriate for the class ask questions about what they have just done to check understanding.

	Marbles in a container as particles can be used back in the classroom to reiterate the concepts covered.		Marbles in a container as particles can be used back in the classroom to reiterate the concepts covered.

JanetBlair at 23:24, 26 September 2012

2012-09-26T23:24:44Z

← Older revision		Revision as of 23:24, 26 September 2012
Line 1:		Line 1:
	=How to use this resource=		=How to use this resource=

	This resource can be used as a pre cursor to an investigation in to how materials are affected by ~~heat~~ and ~~cold~~ or it could link to a wider topic on changing materials. Resources needed– large space – cones set out in a 3 sided square large enough for all the children to walk around each other but not so large they can run without coming out of the top – this area is the ‘container’. You need a large area for this particularly if the group are young or excitable e.g. the school hall with an extra adult. Lay down ground rules about behaviour as the activity involves some running around. Differentiated questions and support with answers during the initial discussion will help pupils to get the most from the activity.		This resource can be used as a pre cursor to an investigation in to how materials are affected by heating and cooling or it could link to a wider topic on changing materials. Resources needed– large space – cones set out in a 3 sided square large enough for all the children to walk around each other but not so large they can run without coming out of the top – this area is the ‘container’. You need a large area for this particularly if the group are young or excitable e.g. the school hall with an extra adult. Lay down ground rules about behaviour as the activity involves some running around. Differentiated questions and support with answers during the initial discussion will help pupils to get the most from the activity.

	=Teacher's Notes=		=Teacher's Notes=

JanetBlair at 23:23, 26 September 2012

2012-09-26T23:23:56Z

← Older revision		Revision as of 23:23, 26 September 2012
Line 1:		Line 1:
	=How to use this resource=		=How to use this resource=

	This resource can be used as a pre cursor to an investigation in to how materials are affected by heat and cold or it could link to a wider topic on changing materials. Resources needed– large space – cones set out in a 3 sided square large enough for all the children to walk around each other but not so large they can run without coming out of the top – this area is the ‘container’.		This resource can be used as a pre cursor to an investigation in to how materials are affected by heat and cold or it could link to a wider topic on changing materials. Resources needed– large space – cones set out in a 3 sided square large enough for all the children to walk around each other but not so large they can run without coming out of the top – this area is the ‘container’. You need a large area for this particularly if the group are young or excitable e.g. the school hall with an extra adult. Lay down ground rules about behaviour as the activity involves some running around. Differentiated questions and support with answers during the initial discussion will help pupils to get the most from the activity.

	=Teacher's Notes=		=Teacher's Notes=
Line 7:		Line 7:
	Duration – 15 to 20 minutes		Duration – 15 to 20 minutes

	~~Differentiation – through differentiated questions and support with answers.~~

	~~Follow up/extension – conduct investigative work in to changes in materials through heating and cooling~~

	~~Recommendations/class set up – a large space, e.g. the school hall with an extra adult.~~

	~~Other methods of teaching same topic- dvd, books, simple explanation, using marbles in a container as particles.~~

	Start		Start
	Set up a ‘container’ using cones in the hall in an open sided square shape:–		Set up a ‘container’ using cones in the hall in an open sided square shape.

	Discuss the different states of materials – establish knowledge of the terms solid, liquid, gas. In pairs give children 2 minutes to come up with words to describe water in each of the states.		Discuss the different states of materials – establish knowledge of the terms solid, liquid, gas. In pairs give children 2 minutes to come up with words to describe water in each of the states.



	Main Activity		Main Activity
Line 43:		Line 33:
	Ask the children to sit back down. In whatever manner is appropriate for the class ask questions about what they have just done to check understanding.		Ask the children to sit back down. In whatever manner is appropriate for the class ask questions about what they have just done to check understanding.

	~~Notes and tips~~		Marbles in a container as particles can be used back in the classroom to reiterate the concepts covered.
	~~You need~~ a ~~large area for this particularly if~~ the ~~group are young or excitable e.g. the school hall with an extra adult. Lay down ground rules about behaviour as~~ the ~~activity involves some running around~~.

JanetBlair at 23:11, 26 September 2012

2012-09-26T23:11:11Z

← Older revision		Revision as of 23:11, 26 September 2012
Line 1:		Line 1:


	=How to use this resource=		=How to use this resource=

			This resource can be used as a pre cursor to an investigation in to how materials are affected by heat and cold or it could link to a wider topic on changing materials. Resources needed– large space – cones set out in a 3 sided square large enough for all the children to walk around each other but not so large they can run without coming out of the top – this area is the ‘container’.

	~~Notes and tips~~		=Teacher's Notes=
	~~You need a large area for this particularly if the group are young or excitable. Lay down ground rules about behaviour as the activity involves some running around.~~

	Teacher's Notes:

	Duration – 15 to 20 minutes		Duration – 15 to 20 minutes

	Resources – large space – cones set out in a 3 sided square large enough for all the children to walk around each other but not so large they can run without coming out of the top – this area is the ‘container’

	Differentiation – through differentiated questions and support with answers.		Differentiation – through differentiated questions and support with answers.

	~~Links – to a wider topic on changing materials and as a pre cursor to an investigation in to how materials are affected by heat and cold.~~

	~~Type of lesson – Practical, physical exploration of a concept.~~

	Follow up/extension – conduct investigative work in to changes in materials through heating and cooling		Follow up/extension – conduct investigative work in to changes in materials through heating and cooling
Line 29:		Line 19:

	Discuss the different states of materials – establish knowledge of the terms solid, liquid, gas. In pairs give children 2 minutes to come up with words to describe water in each of the states.		Discuss the different states of materials – establish knowledge of the terms solid, liquid, gas. In pairs give children 2 minutes to come up with words to describe water in each of the states.



	Main Activity		Main Activity
Line 50:		Line 42:
	End		End
	Ask the children to sit back down. In whatever manner is appropriate for the class ask questions about what they have just done to check understanding.		Ask the children to sit back down. In whatever manner is appropriate for the class ask questions about what they have just done to check understanding.

			Notes and tips
			You need a large area for this particularly if the group are young or excitable e.g. the school hall with an extra adult. Lay down ground rules about behaviour as the activity involves some running around.

JanetBlair at 22:57, 26 September 2012

2012-09-26T22:57:02Z

← Older revision		Revision as of 22:57, 26 September 2012
Line 2:		Line 2:

	=How to use this resource=		=How to use this resource=
	This is a practical session to be used with a whole class –perhaps with the added supervision of a TA if the class is excitable or particularly young. There is scope within this activity for a number of different methods of learning:

	~~Whole class dialogue - Discussion of each part of the activity~~
	~~Open-ended questions – Why do materials change state? What happens to the particles?~~
	~~Project work – as part of a wider science topic on materials~~
	~~Enquiry-based learning – children are discovering the answer to questions that they are encouraged to pose themselves.~~
	~~Arguing and reasoning – persuading each other about their ideas~~
	~~Exploring ideas – developing practical, physical understanding of key scientific principles~~

	Notes and tips		Notes and tips

JanetBlair: Created page with " =How to use this resource= This is a practical session to be used with a whole class –perhaps with the added supervision of a TA if the class is excitable or particularly ..."

2012-09-26T22:44:15Z

Created page with " =How to use this resource= This is a practical session to be used with a whole class –perhaps with the added supervision of a TA if the class is excitable or particularly ..."

New page

=How to use this resource=
This is a practical session to be used with a whole class –perhaps with the added supervision of a TA if the class is excitable or particularly young. There is scope within this activity for a number of different methods of learning:

Whole class dialogue - Discussion of each part of the activity
Open-ended questions – Why do materials change state? What happens to the particles?
Project work – as part of a wider science topic on materials
Enquiry-based learning – children are discovering the answer to questions that they are encouraged to pose themselves.
Arguing and reasoning – persuading each other about their ideas
Exploring ideas – developing practical, physical understanding of key scientific principles

Notes and tips
You need a large area for this particularly if the group are young or excitable. Lay down ground rules about behaviour as the activity involves some running around.

Teacher's Notes:

Duration – 15 to 20 minutes

Resources – large space – cones set out in a 3 sided square large enough for all the children to walk around each other but not so large they can run without coming out of the top – this area is the ‘container’

Differentiation – through differentiated questions and support with answers.

Links – to a wider topic on changing materials and as a pre cursor to an investigation in to how materials are affected by heat and cold.

Type of lesson – Practical, physical exploration of a concept.

Follow up/extension – conduct investigative work in to changes in materials through heating and cooling

Recommendations/class set up – a large space, e.g. the school hall with an extra adult.

Other methods of teaching same topic- dvd, books, simple explanation, using marbles in a container as particles.

Start
Set up a ‘container’ using cones in the hall in an open sided square shape:–

Discuss the different states of materials – establish knowledge of the terms solid, liquid, gas. In pairs give children 2 minutes to come up with words to describe water in each of the states.

Main Activity
Explain that everything in the world is made of particles – simplistic but effective at this stage – ask if anyone knows the names of some of the particles. Children may suggest atoms, cells, etc. Accept all of those and explain that all of those have an amount of energy.

Ask the children to use the Hall to move around as if they had lots of energy – expect running.

Then as if they had only a bit of energy – expect slow walking/crawling etc.

Ask the children to show you what happens when they have no energy at all – expect stillness with a very little movement.

Show the children the ‘container’ and show them the open top, the sides and the bottom.
Explain that particles are similar to how the children have just been in their movements and that the children are all going to be particles.

Start with the liquid state – guide the children in to the container. The children within the container are in the liquid state, which means they have a bit of energy – ask them to move around each other inside the container but say that they don’t have enough energy to move far at all.

Then pretend to take energy away from the children – this means that they should move to the bottom of the container very close to each other and stay still – push and pull a couple of children gently to show that when the particles are all clumped together they feel solid as they can’t move.

Then pretend to heat up the bottom of the container giving the children lots of energy – they can now begin to run around quickly but they need mores space to do so. Some children have to break away out of the top of the container and they are able to run around the hall independently of each other. These are people particles in the gas state.

End
Ask the children to sit back down. In whatever manner is appropriate for the class ask questions about what they have just done to check understanding.