# PRIMARY SCHOOL by wuyunyi

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```									                                                                                                          ********** PRIMARY SCHOOL
SHORT- TERM PLANNING SHEE T
SUBJECT:-                                                                    CLASS:-                                    TERM:-                                                                               TEACHER:-
UNIT:-                                                                                                                  DURATION OF UNITS
Key for adult(s)                 Planning Key for Access:-
teaching/supporting in class:-   1. Culturally relevant                                    2. Mixed ability groupings                 3. Collaborative pairs or groups          4. Speaking & listening integral for activity   5. Developing vocabulary
6. Teacher modelling activities                           7. Repetitive process and/or language      8. Prior knowledge                        9. Visual support/real objects                  10. Directed differentiated questioning
A) Class Teacher        B)       11. Graphic organiser (eg: classification trees)          12. Stories (eg: role play, using props,   13. Scaffolding reading and referencing   14. Scaffolding writing (eg: writing frames)
EMA/EAL                 C) LSA                                                                          track games)                      skills (eg: DART activities)

Date       OLI                   Introduction                                       Main Session                                                                                            Plenary                                     Resources                         Vocabulary
To assess the         FORCEMETERS                                        Children make mindmap (AfL) of what they know and                                                       Discuss with children                       Forcemeters
children’s prior                                                         understand in their science books. Come back together                                                   what they found out                         Magnets and
knowledge and         What do they                                       and discuss. Explain to children that they are going to                                                 doing each activity.                        magnetic/non-
understanding of      remember from their                                move around on a carousel and have a go at a range of                                                   Has this helped them                        magnetic
forces.               work on forces in Y4?                              different activities associated with forces. They have                                                  to remember all                             objects.
questions on the table that they must discuss.                                                          about forces?
To understand         Look at forcemeters                                                                                                                                        What did they
and use the           and remind children                                Have arranged 5 activities in bags –                                                                    discover and find
vocabulary            what they are                                        Making a parachute                                                                                   out at each table.
associated            measuring and how                                    Making a paper spinner
with forces.          they work. Can                                       Magnets – magnetic or not?
children move around                                 Using a forcemeter to measure the force exerted when                                                 Have a vocabulary
classroom to measure                                  you push or pull.                                                                                    game on ICT board
the force exerted when                               Elastic bands and weights                                                                            – children have to
objects are                                                                                                                                                use TP and match
pushed/pulled                                      Children will move around the different activities having a                                             up the definition
go of each one. Questions for children to focus on could
Move on to magnets.                                be on each table. Teacher to prepare
Show children a fun
example of a magnet
working

Revise terms
associated with forces
during each part of
above.
********** PRIMARY SCHOOL
SHORT- TERM PLANNING SHEE T
SUBJECT:-                                                                    CLASS:-                                      TERM:-                                                                              TEACHER:-
UNIT:-                                                                                                                    DURATION OF UNITS
Key for adult(s)                 Planning Key for Access:-
teaching/supporting in class:-   1. Culturally relevant                                     2. Mixed ability groupings                 3. Collaborative pairs or groups          4. Speaking & listening integral for activity   5. Developing vocabulary
6. Teacher modelling activities                            7. Repetitive process and/or language      8. Prior knowledge                        9. Visual support/real objects                  10. Directed differentiated questioning
A) Class Teacher        B)       11. Graphic organiser (eg: classification trees)           12. Stories (eg: role play, using props,   13. Scaffolding reading and referencing   14. Scaffolding writing (eg: writing frames)
EMA/EAL                 C) LSA                                                                           track games)                      skills (eg: DART activities)

Date       OLI                   Introduction                                       Main Session                                                                                             Plenary                                     Resources                         Vocabulary
that the Earth        GRAVITY                                            Ask the children to work use picture/words (dependent on ability to                                      Children share their                        Science books                     Teacher to
and objects                                                              explain why they think that the items always drop to the floor – at                                      posters about                                                                 complete
are pulled            Recap the work done                                this point don’t mention gravity – this is children’s own ideas.                                         gravity and discuss                         Pictures of globes
After they’ve shared their ideas, then we will move on to info about
towards each          previously using the                                                                                                                                        what they have
gravity. Use ICT – need to locate and decide upon a programme to
other; this           parachute and the                                  use, e.g. Virtual experiments.
found                                       Real globes
gravitational         paper spinner. Get                                 Have children heard of Isaac Newton – apple? Talk about – show                                           out/discovered.
attraction            children to come out                               video clip/animation. Use a picture or real globe to discuss what                                                                                    Balls
causes objects        and drop these                                     happens when rain falls. Can children discuss with their partners
to have weight        objects. Why do the                                where the rain would fall? Get them to draw on whiteboards a                                                                                         Parachutes
items ALWAYS fall to                               simple globe and the four rain clouds – can they mark on the rain?                                       Teacher to
that weight is a      the floor? What is                                 Discuss – clarify any misconceptions. Repeat with the human                                              complete                                    Paper spinner
beings and balls ideas (as discussed)
force and is          happening? What if I
measured in           drop this item, e.g ball?                          Talk about how WEIGHT IS A FORCE AND WE MEASURE WEIGHT IN
ICT – teacher to
Newtons               Why do things always                               NEWTONS. Don’t talk about mass/weight. Just stick to weight                                                                                          locate and find
drop to the floor? Use                             being measured in Newtons. Could demonstrate how the weight                                                                                          examples of
talk partners – lots of                            of an object changes in water.                                                                                                                       powerpoints/virtual
discussion.                                        Use more ICT/discussion/explanation/reference to find out more                                                                                       gravity.
about gravity. Look at how gravity is different on the moon (less),
so spacemen have to wear weighted boots. Find some interesting
and exciting facts/info about gravity that children can discuss and
become interested in.

ICT - It would be ideal if you could use an ICT lesson this week to
research gravity and to look at more scientific simulations of gravity.
This would really help them to design and make their posters

Task – children to design and make a poster expressing their
understanding of gravity. Differentiated by level of support and
outcome. Children could use pictures of the things we’ve looked
at today, e.g. the globes, things dropping to floor, etc.
********** PRIMARY SCHOOL
SHORT- TERM PLANNING SHEE T
SUBJECT:-                                                                           CLASS:-                             TERM:-                                                                               TEACHER:-
UNIT:-                                                                                                                  DURATION OF UNITS
Key for adult(s)                 Planning Key for Access:-
teaching/supporting in class:-   1. Culturally relevant                                  2. Mixed ability groupings                 3. Collaborative pairs or groups          4. Speaking & listening integral for activity   5. Developing vocabulary
6. Teacher modelling activities                         7. Repetitive process and/or language      8. Prior knowledge                        9. Visual support/real objects                  10. Directed differentiated questioning
A) Class Teacher        B)       11. Graphic organiser (eg: classification trees)        12. Stories (eg: role play, using props,   13. Scaffolding reading and referencing   14. Scaffolding writing (eg: writing frames)
EMA/EAL                 C) LSA                                                                        track games)                      skills (eg: DART activities)

Date       OLI                   Introduction                                         Main Session                                                                                          Plenary                                     Resources                       Vocabulary
To understand         BALANCED AND                                         Use more examples of forces to show balanced (still objects)                                          Discuss what                                To make:-                       Teacher to
and use the           UNBALANCED FORCES                                    and unbalanced (moving objects) forces:-                                                              children have done                          Giant arrows                    complete
term balanced                                                              Children stand in pairs and hold each others hands both pull                                          today. Show some                            Skipping rope for
Look again at the                                    back lightly and hold in that position. Which forces are                                              more examples of                            tug of war
and                                                                        acting on the people? Use GIANT ARROWS to get other
examples of parachutes.                                                                                                                                    balanced and                                Large sheets of
unbalance                                                                  children to show the direction of the different forces. Discuss
Have two different                                                                                                                                         unbalanced forces                           cardboard
forces                                                                     how we represent forces by using arrows.
parachutes – one                                                                                                                                           – use giant arrows                          Lots of plasticine
large/one small Drop them                                                                                                                                  to get children to                          Small water
that several                                                               Repeat with tug of war idea (as discussed) Repeat with
both – why do they fall at                                                                                                                                 show these forces.                          containers
forces may                                                                 plasticine ball and boat. Repeat with plastic
different rates? Which                               bag/cardboard. Repeat throughout – which forces are                                                                                               Differentiated
act on one            forces are acting upon                                                                                                                                     Move on to using                            pictures of things
acting on it? What are the forces? Are the forces balanced
object                them?                                                (stationary) or unbalanced (moving) - ALL PRACTICAL.                                                  ICT – teacher to                            moving to mark
decide and locate                           forces on
to represent          Give the children two                                Next move on to looking at pictures of things, e.g. a pencil                                          appropriate.
the direction         pieces of paper that are                             pushed – what forces? Football being kicked – what forces?
of forces by          identical – can they make                            Discuss – use talk partners, etc. Chn then complete
arrows                one piece fall quickly and                           differentiated worksheet showing different images (include
one fall slowly (let them                            the two used) and they have to mark on force arrows/force
have a go but steer                                  type etc depending on ability (as discussed)
towards a rolled up ball
and something like a                                 Share work they have completed. Discuss. Do all children
spinner) Look at children’s                          understand the arrows used to represent forces? Repeat a
papers falling and discuss                           few more examples.
what happens
Explain to children that they are now going to design and
make a simple poster to show their understanding.
Introduce idea of forces
Differentiate by outcome, expectations and level of support.
working together, e.g. air
resistance/gravity. Use
arrows to draw on board
their paper falling showing
gravity and air resistance.
********** PRIMARY SCHOOL
SHORT- TERM PLANNING SHEE T
SUBJECT:-                                                                           CLASS:-                              TERM:-                                                                               TEACHER:-
UNIT:-                                                                                                                   DURATION OF UNITS
Key for adult(s)                 Planning Key for Access:-
teaching/supporting in class:-   1. Culturally relevant                                   2. Mixed ability groupings                 3. Collaborative pairs or groups          4. Speaking & listening integral for activity   5. Developing vocabulary
6. Teacher modelling activities                          7. Repetitive process and/or language      8. Prior knowledge                        9. Visual support/real objects                  10. Directed differentiated questioning
A) Class Teacher        B)       11. Graphic organiser (eg: classification trees)         12. Stories (eg: role play, using props,   13. Scaffolding reading and referencing   14. Scaffolding writing (eg: writing frames)
EMA/EAL                 C) LSA                                                                         track games)                      skills (eg: DART activities)

Date       OLI                   Introduction                                         Main Session                                                                                           Plenary                                     Resources                       Vocabulary
To be able to         CARRYING OUT A FAIR TEST                                                                                                                                    Discuss with children                       3 parachutes –                  Fair test
After they hav e got the idea show the children a post-it planner on IWB.
plan and carry        SESSION 1 –                                          Say to them – ok so you are telling me that I’v e got lots of different
out a fair test       demo/planning/writing                                parachutes. So, if you were making and testing parachutes what things                                  have discovered                                                             Forces
question/prediction/repeat                           could you change? Get chn to use TP and then feedback ideas (Size of                                   today. Did they                             An array of                     Gravity
To write              readings                                             chute, material of chute, shape of chute, length of string, type of string,                            find the Post-it                            materials to                    Air resistance
shape of plasticine, size of plasticine). Model using Post-it planner to put
scientific                                                                 post its on to show things that could be changed. Chn in mixed ability                                 Planners useful to                          make
questions             Recap previous learning.                             groups of 3 – they do the same with post-it planner.                                                   use for planning                            parachutes
their investigations?                       with:-                          Teacher to
Model again the parachutes dropping and ask chn what we could
To make               Have available 3                                     measure – there is only TIME. Model again using PiP. Chn to do the same
Could they                                  Plasticine                      complete
predictions           parachutes that are all                              in their groups (as discussed)                                                                         understand about                            Strings
VERY different. Tell children                                                                                                                               changing variables                          Fabrics
To understand         you are going to choose                              Decide aloud what you are going to change and model writing question,                                  and keeping
e.g. Will the time it takes for a parachute to fall to the ground change if I
what is meant         three volunteers – ask them                          change the shape of the parachute? Chn to do same (as discussed)                                       everything else the
by repeat             to stand on chairs and on                            Look at examples of their questions – do they say what thing will change                               same? What kind                             Post it Planner
readings              command release                                      and what will be measured? CHECK                                                                       of test is this? L                          on ICT board
parachutes. As discussed                             Show chn how to mov e the post its down from top to bottom as those
A3 post it
make lots of scientific                              things will now stay the same. They do same                                                                                                        planners for
mistakes – tell chn they are                                                                                                                                                                            children to use
Mov e on to writing predictions – model and chn write, share and discuss.
all the same, tell chn the
test is fair, etc etc.                               Model dropping parachute again and get children to help you time the                                                                               Post it notes
time it takes to drop. Can children USE the stopwatch? Ensure they can!!
Record time taken on scrap paper. Repeat for all 3 parachutes. Is this                                                                             Large rough
ok? Would it be better if we dropped each parachute more than once?
HEALTH AND SAFETY ISSUES                             Model recording 3 REPEAT READINGS.
paper to use in
– children may need to                                                                                                                                                                                  group
stand on chairs to get a                             Explain to children that today they are going to make a parachute each
better height for their                              in their groups changing JUST THE ONE THING THAT THEY DECIDED UPON.                                                                                Stopwatches
They will then carry out their inv estigations in their groups. Don’t forget to
parachutes. Consider this                            practice using STOPWATCH!!! They hav e ????? minutes. They will
record their results on large pieces of scrap paper. They must ensure their                                                                        CAMERA TO
test is fair, e.g. that they drop from the same height, and keep all things                                                                        PHOTOGRAPH
the same except
for display/big
book/evidence
PRIMARY SCHOOL
SHORT- TERM PLANNING SHEE T
SUBJECT:-                                                                    CLASS:-                                    TERM:-                                                                               TEACHER:-
UNIT:-                                                                                                                  DURATION OF UNITS
Key for adult(s)                 Planning Key for Access:-
1. Culturally relevant                                    2. Mixed ability groupings                 3. Collaborative pairs or groups          4. Speaking & listening integral for activity   5. Developing vocabulary
teaching/supporting in class:-
6. Teacher modelling activities                           7. Repetitive process and/or language      8. Prior knowledge                        9. Visual support/real objects                  10. Directed differentiated questioning
A) Class Teacher        B)       11. Graphic organiser (eg: classification trees)          12. Stories (eg: role play, using props,   13. Scaffolding reading and referencing   14. Scaffolding writing (eg: writing frames)
EMA/EAL                 C) LSA                                                                          track games)                      skills (eg: DART activities)

Date       OLI                   Introduction                                       Main Session                                                                                            Plenary                                     Resources                         Vocabulary
To be able to         CARRYING OUT A FAIR                                Take the results from last weeks lesson that the children had                                           Teacher to                                  Results from last                 Fair test
create and use        TEST SESSION 2 – turning                           written on rough paper. Explain that scientists would record                                            complete                                    week on rough                     Independent
a results table       results into a table,                              their results using a results table – discuss. Why?                                                                                                 paper                             and
turning results into a                             Show the children some examples of results tables to give                                                                                           Examples of                       dependent
To express            graph, drawing                                     them an idea of what they will have to create.                                                                                                      results tables to                 variables
results as a          conclusions                                        Chn to use whiteboards to draw what they think it should                                                                                            make                              Table
graph                                                                    look like for their results. Take their ideas and model using                                                                                       Results table for                 Results
teacher’s results from last lesson how to create a results                                                                                          LA                                Graph
To be able to         Teacher to complete                                table.                                                                                                                                              Rulers                            Conclusions
use results to                                                           Children to create their results tables. LA to complete a                                                                                           Post it notes
draw                                                                     table given by teacher. Support through peer support and
conclusions                                                              Teacher support
Discuss results tables and explain to children that from the
results tables they now could create a bar chart to show
their results. Take the average results and write on post it
notes. Choose a scale to go up the side. Have written on
other post-its Parachute A, B and C.
Children will then make their own bar charts using large
sheets of paper.
Talk through the results as a table/graph. What did the
children discover? What have they found out? Which
parachute fell quickest/slowest? Model writing a short
conclusion. Children to write own in groups.

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