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Developing Language in Primary Science/Document: Difference between revisions
From OER in Education
Developing Language in Primary Science/Document (view source)
Revision as of 16:28, 9 January 2013
, 13 years ago→Activities which develop children’s use of language in science
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'''Moving Things''' | '''Moving Things''' | ||
As they develop their understanding of the nature and effects of forces, | As they develop their understanding of the nature and effects of forces, children have opportunities to talk about their own and listen to others’ experiences. They are encouraged to use the words ‘push’, ‘pull’ and ‘force’ correctly, to find specific information and to write simple description of events. | ||
The teacher of a Year 2 class devised this topic to introduce the children to basic ideas about forces and motion. She started by using a large picture of a fairground. She encouraged the children to relate their own experience of fairground rides to this picture and asked them to think of words or phrases to describe the movement of the objects and each of the people shown. ‘Turning’, ‘swinging’ and ‘slowing down’ were some of the suggestions made by the children and the teacher responded by asking each child whether the object or person was getting faster, slowing down or changing direction. This led to consideration of the direction of the movement of the items, and the teacher introduced the words ‘push’, ‘pull’ and ‘force’. The children were encouraged to use them in their contributions to the discussion. The children then looked through books to find and then drew pictures of people moving. Underneath each drawing they wrote which sort of force, either a ‘push’ or ‘pull’ was being applied. | The teacher of a Year 2 class devised this topic to introduce the children to basic ideas about forces and motion. She started by using a large picture of a fairground. She encouraged the children to relate their own experience of fairground rides to this picture and asked them to think of words or phrases to describe the movement of the objects and each of the people shown. ‘Turning’, ‘swinging’ and ‘slowing down’ were some of the suggestions made by the children and the teacher responded by asking each child whether the object or person was getting faster, slowing down or changing direction. This led to consideration of the direction of the movement of the items, and the teacher introduced the words ‘push’, ‘pull’ and ‘force’. The children were encouraged to use them in their contributions to the discussion. The children then looked through books to find and then drew pictures of people moving. Underneath each drawing they wrote which sort of force, either a ‘push’ or ‘pull’ was being applied. | ||
