Day Objectives Activities Resources
1 KnowledgeThat there are many sorts of movement that can be described in many ways.To know about the types, speed and direction of movement.To know the difference between movements by which someone travels and movements which take place on the spot. TI: Introduce the topic – ‘Pushes and Pulls’ – by completing the Assessment sheet.Show the photographs of the children doing different activities in PE / Outside school sport if available. Ask each child to take it in turns to describe how they are moving in their photograph. Are you using a ‘Push’ or a ‘Pull’?Activity – Take the children into the hall / outside if appropriate. Ask them to repeat the movements – are the ‘pulling’ or are they ‘pushing’? Can they move pushing with their hands? Can they move pulling with their feet? Can you move slowly / more quickly? Are you pushing or pulling? Etc.Plenary – Look at the worksheet – Pushing or pulling – complete together as a class. Assessment sheetPhotographsPush or Pull worksheet.
2 KnowledgeThat different parts of the body move.That different parts of their bodies enable them to move/travel.That different parts of their bodies support them/ take their weight while moving and still.To make careful observations of their own and other children’s movements.That movement is the opposite of being still. TI – Can the children name some of the different ways that humans can move? Can other animals move in different ways? Activity – Take the children onto the reception play area and allow them to work in mixed ability groups to investigate the different ways in which humans can move. Are you using a ‘push’ or a ‘pull’? Allow the children to use a variety of PE equipment – hoops, scooters, space hoppers etc. After allowing the children to investigate, ask ½ the children to observe and make sketches of how humans move. Then swap over.Plenary – Share the ideas from the main lesson. Do we move mostly by pushing or pulling? HoopsScootersSpace hoppersETCPaper, clip board and pencil.
3 KnowledgeThat many objects move / are movable.That objects can be made to move by pushes and pulls.That machines with wheels can be pushed and pulled to start and stop them.That a wheel can be stopped by pressing on it / pushing against it, and that this is what brakes do.SCIENTIFIC ENQUIRYTo plan / contribute to planning a fair test investigation.To measure different lengths of movement.To record results in a table.To interpret results. TI: Show the children the letter from Kevin the Koala / Giraffe, explaining that his car is broken and he can’t make it move. He wants to know how to make it move and how he can make it move a really long way? Show the children the toy car. How can we make it move? Take some ideas – Push / pull.Introduce the ramp and building blocks. Ask the children if they think the car will move down the ramp on its own. Take some ideas. Using the ‘Science Planning House’ introduce today’s question to be investigated – on which level ramp will the car move the furthest?. Discuss the ‘variables’ that can be changed – the surface of the ramp, the height, the car, the push…. Which ones will remain the same to make it a ‘fair test’? Which one will we change and measure? Model activities.Activities –Carousel– 1. GG – investigation (BA/A/AA)2. ICT – Virtual Experiments CDROM.3. Art – Paint / Pastels of an animal and describe it’s movement. (gallop, creep, slither…)4. Numeracy - Order the objects / creatures in order of speed.5. Literacy - Push / Pull Worksheets activities. Letter from Koala / Giraffe.CarRampsBlocksDifferentiated worksheet for recording.Animals / objects that move to order.Science Planning House.Virtual ExpCDROMPaint / Pastels
4 Knowledge –That many objects move / are movable.That objects can be made to move by pushes and pulls.To know about the types, speed and direction of movement.SCIENTIFIC ENQUIRYTo plan / contribute to planning a fair test investigation.To measure how long it takes for paper to fall.To record results in a table.To interpret results. TI: Walking around the classroom pretend to accidentally drop a feather. Note how it spins as it falls. Ask the children to describe how it falls. Why does it fall? Do all objects fall like this? Test some others. Describe how they fall.What makes things fall in different ways?Tell them, Kevin the Koala / Ginny the Giraffe thinks that big leaves fall faster than small leaves from the trees. What do they think? How can we find out?Using the ‘Science Planning House’, plan a fair test investigation using different sizes of paper. Discuss the ‘variables’ – which will we keep the same? Which will we change? How can we measure which one falls the fastest? (Drop them at the same time).Activity:Carousel– 1. GG – investigation (BA/A/AA)2. ICT – Virtual Experiments CDROM3. DT - Make a moving picture with a push/ pull slider.4. Numeracy – Push or pull, how many of each?.5. Literacy - Write a story at the park with lots of pushes and pulls. (Imaginative writing table). Different size paperCDROMRange of dropping objects.Moving picture (Owl slider)WorksheetsStory writing table
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