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Force in the early years/Document: Difference between revisions
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(Created page with "== Force in the early years == At KS1 pupils needs to be able to: • describe the movement of familiar things, • know that pushes and pulls are examples of forces, • kno...") |
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At KS1 pupils needs to be able to: | At KS1 pupils needs to be able to: | ||
• describe the movement of familiar things, | • describe the movement of familiar things,<br />• know that pushes and pulls are examples of forces,<br />• know that forces can make things speed up, slow down or change direction and can change the shape of objects. | ||
• know that pushes and pulls are examples of forces, | |||
• know that forces can make things speed up, slow down or change direction and can change the shape of objects. | |||
At KS1 we’re building up the language of forces (push and pull) and introducing what forces can do. This can be one of the most creative and enjoyable areas of early years science, although it is one of the ones which people find the most daunting. | At KS1 we’re building up the language of forces (push and pull) and introducing what forces can do. This can be one of the most creative and enjoyable areas of early years science, although it is one of the ones which people find the most daunting. | ||
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Here are some more examples: | Here are some more examples: | ||
• Car mat activity: describing the movement of toy cars as they are played with watching traffic – links to road safety. | • Car mat activity: describing the movement of toy cars as they are played with watching traffic – links to road safety.<br />• Moving things in the classroom: twirlers, mobiles.<br />• Using musical instruments to describe movement, e.g. swanee whistle, also describing pushes and pulls. | ||
• Moving things in the classroom: twirlers, mobiles. | |||
• Using musical instruments to describe movement, e.g. swanee whistle, also describing pushes and pulls. | |||
'''Know that pushes and pulls are examples of forces''' | '''Know that pushes and pulls are examples of forces''' | ||
NB. It is important to talk about ‘big’ and ‘small’ pushes and pulls. | NB. It is important to talk about ‘big’ and ‘small’ pushes and pulls. | ||
Getting dressed/sewing/weaving. | |||
Printing / making shallow and deep impressions in soft dough using fingers or objects | * Getting dressed/sewing/weaving. | ||
Push and pull around the classroom: doors, drawers, windows/push and pull toys/puppets. | * Printing / making shallow and deep impressions in soft dough using fingers or objects | ||
Talk about big machines such as diggers. | * Push and pull around the classroom: doors, drawers, windows/push and pull toys/puppets. | ||
Prams/bikes, etc. | * Talk about big machines such as diggers. | ||
Swings and other playground activities. | * Prams/bikes, etc. | ||
Skittles/jumping toys/falling dominoes/finger paint. | * Swings and other playground activities. | ||
* Skittles/jumping toys/falling dominoes/finger paint. | |||
'''Know that forces can make things speed up, slow down or change direction''' | '''Know that forces can make things speed up, slow down or change direction''' | ||
