Moving and falling objects

Understanding moving and falling objects, and progression through the years

About. Paul Warwick provides background knowledge on the topic of moving and falling objects linked to activities appropriate for different age groups., Higher

Pedagogical content. This published article explores the sorts of objectives^(ta) they should be meeting, and the questioning^(ta) teachers may engage in. The activities, aimed at progressively older children, engage them in inquiry^(ta) based learning. The article explores how increasingly complex topics may be taught, and how teachers can ensure that children have a good grasp of a topic. There are suggestions for further reading to extend the primary teacher's knowledge of the area. Some of the suggestions appear in a related resource Progression & questioning techniques in primary science projects

Resource details
Title	Moving and falling objects
Topic	[[Topics/Force|Force]]
Teaching approach	[[Teaching Approaches/Objectives|Objectives]],  [[Teaching Approaches/Questioning|Questioning]],  [[Teaching Approaches/Inquiry|Inquiry]]
Learning Objectives	Have some ideas for teaching 'moving and falling objects' to primary children Have an understanding of the concepts relating to 'moving and falling objects' and how to build progression into your curriculum planning Have some information regarding further readings
Format / structure	1 PDF ()
Subject	[[Resources/Teacher Education|Teacher Education]],  [[Resources/Science|Science]]
Age of students / grade	[[Resources/|]]
Related ORBIT Wiki Resources	Progression & questioning techniques in primary science projects
Files and resources to view and download	An article from Primary Science Review - . Originally published by ASE in Primary Science Review, (62), March/April 2000.
Acknowledgement	This resource was adapted from resources and original ideas contributed by Paul Warwick, at the Faculty of Education, University of Cambridge.
License	This resource was adapted from resources and original ideas contributed by Paul Warwick, at the Faculty of Education, University of Cambridge.