People Particles/Lesson Document: Difference between revisions

From OER in Education
(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 ...")
 
 
(8 intermediate revisions by 2 users not shown)
Line 1: Line 1:
=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
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.
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
=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’
'''Start'''<br />


Differentiation – through differentiated questions and support with answers.
Set up a ‘container’ using cones in the hall in an open sided square shape.


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.
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.


Type of lesson – Practical, physical exploration of a concept.
'''Main Activity'''


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


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


Other methods of teaching same topic- dvd, books, simple explanation, using marbles in a container as particles.
Ask the children to show what happens when they have no energy at all – expect stillness with a very little movement.


Start
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.
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.
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.


Main Activity
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.
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 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 as if they had only a bit of energy – expect slow walking/crawling etc. 
'''End'''<br />
 
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.
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.


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

Latest revision as of 16:50, 14 November 2012

How to use this resource

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

Duration – 15 to 20 minutes

Start

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

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

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 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 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 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 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.

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

Retrieved from "https://oer.opendeved.net/index.php?title=People_Particles/Lesson_Document&oldid=13179"