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Force in the early years
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Thinking about the language of force This lesson idea highlights the scientific language(ta) around the topic of force, and through group work(ta) and whole class(ta) dialogue(ta) engages pupils in inquiry(ta) and the scientific method(ta) surrounding force.
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Moving and falling objects
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Understanding moving and falling objects as well as progression through the years 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
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Building bridges from a piece of A4 paper
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A bridge too far... This activity supports a number of learning types:
- small group work(ta) - investigation conducted by small groups reporting back to the class.
- whole class(ta) dialogue(ta) - discussion of each situation open-ended questions(ta) – why did this happen? what do you think causes this movement?
- peer assessment(ta) – do peers agree?
- project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy
- inquiry(ta)-based learning – initial presentation to the class can be framed as a problem for them to solve; co-enquiry – children working collaboratively
- arguing and reasoning(ta) – persuading each other about their explanations.
- exploring ideas – developing understanding of key scientific principles.
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What floats and what sinks
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Is getting in the bath a way to lose weight? This activity supports a number of learning types:
- small group work(ta) - investigation conducted by small groups reporting back to the class.
- whole class(ta) dialogue(ta) - discussion of each situation open-ended questions(ta) – why did this happen? what do you think causes this movement?
- peer assessment(ta) – do peers agree?
- project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy.
- inquiry(ta)-based learning – initial presentation to the class can be framed as a problem for them to solve; co-enquiry – children working collaboratively
- arguing and reasoning(ta) – persuading each other of their explanations.
- exploring ideas – developing understanding of key scientific principles.
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What makes a good paper airplane?
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This activity supports these learning types:
- small group work(ta) - groups conduct an investigation and report back to the class.
- whole class(ta) dialogue(ta) - they discuss open-ended questions(ta): why did this happen? what do you think causes this movement?
- peer assessment(ta) – do peers agree?
- project work – the activity connects with others in this OER on forces, with literacy and numeracy and with topic work in design and technology.
- inquiry(ta)-based learning – an initial presentation to the class can be framed as a problem to solve; children work collaboratively (co-enquiry)
- arguing and reasoning(ta) – children persuade each other about their explanations.
- exploring ideas – the activity develops understanding of key scientific principles.
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Which material makes a good parachute?
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A simple investigation into parachutes and air resistance This activity supports a number of learning types:
- small group work(ta) - investigation conducted by small groups reporting back to the class.
- whole class(ta) dialogue(ta) - discussion of each situation open-ended questions(ta) – why did this happen? what do you think causes this movement?
- peer assessment(ta) – do peers agree?
- project work – linked in with the rest of the activities in this OER, topic work in design and technology, literacy, numeracy
- inquiry(ta)-based learning – initial presentation to the class can be framed as a problem for them to solve; co-enquiry – children working collaboratively
- arguing and reasoning(ta) – persuading each other about their explanations.
- exploring ideas – developing understanding of key scientific principles.
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