6315-y1 intro to forces

8/17/2019 6315-Y1 Intro to Forces

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Hamilton TrustScience Year 1

Physics Strand

Intro to Forces


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Science Year 1 Physics Strand: Intro to Forces

Chn are introduced to simple forces as pushes and pulls which act in aparticular direction. They investigate forces associated with vehicles, explorebubbles, experiment with magnets and look at natural forces affecting ourworld.

Description of sessions

Session APushes &

pulls

Introduce words push and pull and simple definition. Read story whichwill focus on movement, pushes and pulls. Adult led activity sortingobjects into pushes, pulls and both. Independent activities exploringand playing with equipment/materials.

Session BDirection of

forces

Introduce simple definition of ‘direction’. Outside session with 3 or 4

activities using balls to explore changing the strength of a force,gravity and changing direction, make up and share some games. Recordby drawing.

Session CFriction

Introduce simple definition of ‘friction’. Look carefully at a bicycle ortricycle to identify the forces in action. Discuss forces in othervehicles. A range of activities about forces mainly to do with vehicles.

E l b bbl th f d d t k b bbl d th f


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Hamilton Trust 2007 Y1 - Science

Science Coverage KS1 Y1 Science

Programme of Study/ Strand Light & Sound Senses Types of Materials Intro to Forces Living & Growing Life Cycles

Ideas &evidence inscience

1 1

Sc1ScientificEnquiry:

Investigative

skills

2b, 2d, 2e, 2f, 2g,

2h 2b, 2f, 2h, 2i

2a, 2b, 2c, 2f, 2g,

2h, 2i, 2j

2a, 2b, 2c, 2f, 2g,

2h, 2i, 2j

2b, 2e, 2f, 2g, 2h,

2j 2a, 2b, 2f, 2j, 2k

1. Lifeprocesses

1b 1a, 1b 1b, 1c

2. Humans &other animals

2e, 2g 2a, 2b, 2e, 2f 2b, 2e, 2f

3. Greenplants

3b 3c

4. Variation &classification

4a, 4b 4b

Sc2 Lifeprocesses &living things

5. Living things

in theirenvironment

5a, 5c

1. Groupingmaterials

1a, 1b, 1d, 1eSc3Materials &theirproperties

2. ChangingmaterialsElectricityForces &motion

2a, 2b, 2c

K n o w l e d g

e , s k i l l s &

u n d e r s t a n d i n g

Sc4 PhysicalprocessesBreadth

Light & sound 3a, 3b, 3c, 3d

B r e a d t h o f

s t u d 1a, 1b, 1c, 1d, 2a,

2d1a, 1b, 1c, 2a 1a, 1b, 1d, 2a 1b, 1d, 2a, 2b 1a, 2a, 2b 1a, 1c, 2a


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Science Strands KS1(with equivalent QCA units)

Year 1 Year 2

Living & Growing Biology (1A partly) Healthy Humans Biology (2A)Life Cycles Biology (1B partly) Plants Biology (1B/2B partly)

Senses Biology (1A partly/1D/1F) Living Things in their Environment Biology(2B partly/2C)

Types of Materials Chemistry (1C) Changing Materials Chemistry (2D)

Intro to Forces Physics (1E) Forces Physics (2E)

Light & Sound Physics (1D/1F) Electricity Physics (2F)

Science Strand suggested links to current KS1 Topics

Year Topic Science Strand(s)

1 Clothes & CoveringsTypes of Materials/ Living Things intheir Environment (Y2)/ Changing

Materials (Y2)

1 Homes & HousesTypes of Materials/ Living &Growing/Living Things in theirEnvironment (Y2)

1 JourneysLight & Sound/ Intro to Forces/ Forces(Y2)

1 B bi & Pl Li i & G i / Lif C l


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You will need: Y1 Science Strand Intro to Forces

The links to the websites and the contents of the web pages associated with such links specified on this list (hereafter collectivelyreferred to as the ‘Links’) have been checked by Hamilton Trust and to the best of Hamilton Trust’s knowledge, are correct and

accurate at the time of publication. Notwithstanding the foregoing of any other terms and conditions on the Hamilton Trust website, you acknowledge that Hamilton Trust has no control over such Links and indeed, the owners of such Links may have removed such Links,

S You will need to collect We will provide

A

Grandpa’s Surprise by Rosalind Beardshaw (ISBN 9780747571353) or

Mrs Armitage Queen of the Road by Quentin Blake (ISBN 9780099434245)or similar.2 large hoops. Objects to sort by which force is needed to make them moveor to use them e.g. spinning top, wind up toy, lego, car, ball, pull along toy,elastic band, skipping rope, board rubber, pen, comb, paper clip, sticky tape.Straws & ping pong balls. Different activities with an emphasis on pushingand pulling e.g. Play dough, Lego, toys, cars, etc.

‘Push’ and ‘Pull’ labels and

definitionVenn diagram frame forsorting objects

B

A ball for each child. A bat between each pair of chn.http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml ‘Direction’ and ‘Gravity’definitionsDifferentiated framesfor recording outsideactivities exploring batsand balls

A child’s bicycle with a brake and/or school tricycle. Toy diggers in sand/soil.Topic books with pictures of vehicles, diggers, tractors, trains etc. Small

ld l ith h i f T i l if il bl

‘Friction’ definitionPictures of bike/trike

Pi t f hi l f

http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtmlhttp://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml


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Session A

Pushes &pulls

Objectives: Understand that a force makes things move.Sc4 2a Find out about, and describe the movement of familiar things.

2b Learn that both pushes and pulls are examples of forces.Breadth of study: 2a Use simple scientific language to communicate ideas and to name anddescribe living things, materials, phenomena and processes.

ScientificEnquiry

Sc1 2a Ask questions and decide how they might find answers to them.2b Use first-hand experience and simple information sources to answer questions.

Resources

Grandpa’s surprise by Rosalind Beardshaw (ISBN 9780747571353), MrsArmitage Queen of the Road by Quentin Blake (ISBN 9780099434245) or

similar. 2 large hoops. Objects to sort into push, pull or push & pull e.g. spinningtop, wind-up toy, Lego™, car, ball, pull along toy, elastic band, skipping rope,board rubber, pen, comb, paper clip, sticky tape. Straws & ping pong balls.Different activities with an emphasis on pushing & pulling e.g. Play dough,Lego™, toys cars, magnetic trains, etc.

Whole class teaching: (Links to Session 14, Accident & Emergency Theme, Fighting Fit Topic, Sessions 8 &8a, Working Animals Theme, Animals Topic and to Session 11, Land Theme & Session 12, Air Theme, Journeys

Topic, Session 13, Happy Harvest Theme, Food & Farming Topic)Ask for a volunteer and gently push them and pull them. Ask the children what you are doing (making them moveby pushing and pulling). Show them the words move, push and pull and a simple definition ‘A force makes thingsmove. Pushes and pulls are forces.’ (Session resources)Read a book such as Grandpas Surprise by Rosalind Beardshaw (ISBN 9780747571353) or Mrs Armitage Queenof the Road by Quentin Blake (ISBN 9780099434245) or similar. Ask Can you look out for any pushes andpulls in the book? Are there things that are moving? Go back through book looking at pictures and bringing outopportunities to discuss movement and pushes & pulls.


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Hamilton Trust 2007 Y1 - Sc – Intro to Forces - Session A

Push PullA force makes things move

Pushes and pulls are forcesWhich force do they need to make them move or work?Is it a push, a pull or a push and a pull?


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Hamilton Trust 2007 Y1 - Sc – Intro to Forces - Session A

push push and pull pull


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Session BDirection of

forces

Objectives: Understand that forces can make things speed up and change direction.Sc4 2a Find out about, and describe the movement of familiar things (for example, cars going

faster, slowing down, changing direction).2b Learn that both pushes and pulls are examples of forces.2c Recognise that when things change direction, there is a cause.Breadth of study: 2b Recognise that there are hazards in living things, materials and physicalprocesses, and assess risks and take action to reduce risks to themselves and others.

ScientificEnquiry

Sc1 2h Make simple comparisons and identify simple patterns or associations.2i Compare what happened with what they expected would happen, and try to explain it, drawingon their knowledge and understanding.

Resources A ball for each child. A bat between each pair of children.

Whole class teaching: (links to Session 13, Happy Harvest Theme, Food & Farming Topic)Introduce the word ‘direction’ and give the children a simple definition (session resources).Outside session.1. With the children watching, bounce a ball gently and then several more times increasing the force each time.Ask What happens when I increase the force? Which force am I using?

Give each child a ball and allow them to explore freely for about 5 min.

Safety: - Discuss the dangers of throwing and how people can get hurt when hit by thrown objects.

2. Bring chn back together. Explain that you are pushing the ball to the ground and the ground is pushing back,changing the direction of the ball. This time throw the ball up in the air. Tell them you are using a push to throwthe ball up. Ask What is pulling the ball back down? Some children may be familiar with the word ‘gravity’. Talkabout gravity briefly, practise saying the word several times (this is a difficult concept - but at this stagechildren just need to understand gravity is a force that pulls things downwards towards the earth – they do not

d t k th ‘ it ’) E l i th t hi th b ll i t th i d f ( it ) i lli it


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Hamilton Trust 2007 Y1 - Sc – Intro to Forces - Session B

Direction: When a thing moves from one

place to another, it moves in a direction.It could go up, down, forwards,backwards, left or right.


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Gravity: Gravity is a type of

force. It pulls everything downto the ground.

Name:


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Activities - All about forcesBouncing a ball pushing harder

each timeThrowing (pushing) a ball into the

airUsing a bat to push the ball in

another direction

Useful words: push, pull, gravity, directionName:


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Activities - All about forcesBouncing a ball pushing harder each time



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Activities - All about forcesThrowing (pushing) a ball into the air



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Activities - All about forcesUsing a bat to push the ball in another direction

Useful words: push, pull, gravity, direction


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Session CFriction

Objectives: Understand that forces can make things slow down.Sc4 2a Find out about, and describe the movement of familiar things (for example, cars going

faster, slowing down, changing direction).2b Learn that both pushes and pulls are examples of forces.Breadth of study: 1b Look at the part science has played in the development of many usefulthings.

Scientific

Enquiry

Sc1 2f Explore using the senses of sight, hearing, smell, touch and taste as appropriate, andmake and record observation and measurements.

Resources

A child’s bicycle with a brake and/or school tricycle. Toy diggers in sand/soil.

Topic books with pictures of vehicles, diggers, tractors, trains etc. Small worldplay with an emphasis on forces.

Whole class teaching: (links to Sessions 8 & 8a, Working Animals Theme, Animals Topic & Session 5, Into theFuture Theme, Talking Time Topic)In a circle have a look at bicycle/tricycle (or see session resources for pictures to show on interactivewhiteboard) and talk about the forces involved. Introduce the word ‘friction’ - a type of force that happens whentwo things rub together (session resources) – chn do not need to know the name ‘friction’. Look at this in relationto brakes or using feet to slow down or stop. Talk about other examples of friction (look at shoe soles, talk abouttyres, football boots, a ball rolling on sand, grass, tarmac and so on). (Could use the idea of pulling carts as inAnimals Topic as detailed above).

Group activities:Adult-led activity:Encourage children to discuss a range of pictures (session resources). Help the children to identify forces and usecorrect vocabulary.


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Hamilton Trust 2007 Y1 - Sc – Intro to Forces - Session C

Friction: a type of force that

happens when two things rubtogether


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Can you see some forces in use?


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Name:

Label the pushes and pulls


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Play equipment


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Earth moving equipment


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Toy vehicles


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Session DBubbles

Objectives: Understand that it is important to talk about what might happen when we do aninvestigation.

Sc4 2b Learn that both pushes and pulls are examples of forces.2a Find out about, and describe the movement of familiar things.Breadth of study: 1d Use first-hand and secondary data to carry out a range of scientificinvestigations, including complete investigations.

ScientificEnquiry

Sc1 2c Think about what might happen before deciding what to do.2i Compare what happened with what they expected would happen, and try to explain it, drawingon their knowledge and understanding.

Resources

Bubble solution in small containers inside e.g. margarine tub-type containers.

Green covered garden wire to make different shaped blowers, one per child.Optional: large bubble maker.

Whole class teaching:This session will be partly outside. Remind children of work and vocabulary so far. Show them images of bubbles(session resources on interactive whiteboard or projector if poss.). Ask Where can you see bubbles at home?Ask Who has tried blowing bubbles? Share experiences.

Safety: - Care needs to be taken with bubble solution near eyes.

Blow some bubbles and ask Am I using any forces? Using a push to get air into the bubbles and to move themthrough the air. Ask What else is pushing/might push the bubbles? Wind/breeze.It is difficult to achieve a home-made bubble solution that produces really satisfying bubbles that float away andit is therefore preferable to buy it. However this site includes a recipe for making bubble solution:http://www.activityvillage.co.uk/bubble_recipe.htm which you might have more luck with (slightly different recipealso in session resources). Less solution gets spilt if container is put inside empty margarine tub. Green coveredgarden wire can be used to make different shaped bubble blowers.

http://www.activityvillage.co.uk/bubble_recipe.htmhttp://www.activityvillage.co.uk/bubble_recipe.htmhttp://www.activityvillage.co.uk/bubble_recipe.htm


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Hamilton Trust 2007 Y1 - Sc – Intro to Forces - Session D

Bubbles


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Why are bubbles round? (For teachers!)http://www.bubbles.org/html/questions/questions.htm

Bubbles and balloons have alot in common! Scientistsrefer to them as "minimal

surface structures." Thismeans that they alwayshold the gas or liquid insideof them with the leastpossible surface area. The

geometric form with theleast surface area for anygiven volume is always asphere, not a pyramid or acube or any other form.

http://www.bubbles.org/html/questions/questions.htmhttp://www.bubbles.org/html/questions/questions.htm


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Our question: Are bubbles always round?What will happen if we use different shaped bubble blowers?

We will need Bubble mixDifferent shaped blowers

What we will do Blow bubbles using -• circles• triangles

• squaresWhat we think willhappen

What we found out


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You will need

PaperContainers with wide tops (e.g. plastic cups, yoghurt pots)Powder or liquid paintWashing-up liquidStraws

Put a squirt of paint and a squirt of washing-up liquid into one of the containers. Add a little water and mix well until the mixtureis runny enough to blow bubbles with. Using the straw, blow into the mixture until the container is so full of bubbles that theyrise above the top rim.

Quickly take a piece of paper and lightly touch it onto the bubbles. As they touch the paper, the bubbles will burst and leave animprint on it.

You may need to try a few times until you get a good density of colour. However, note that the imprint will never be really dark.

http://www.bigeyedowl.co.uk/painting-activities.htm#bubble

Bubble painting

http://www.bigeyedowl.co.uk/painting-activities.htm#bubblehttp://www.bigeyedowl.co.uk/painting-activities.htm#bubble


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Make your own bubble solution

.

Fairy Liquid from Proctor & Gamble works well, but any good quality washing up liquid should do the trick. The secret ingredientfor sturdy, colourful bubbles is Glycerine, which you can buy at most good pharmacies.Soft water is good for bubbles. Any water containing high levels of iron is bad for bubbles. To get the very best mixture you

need to use distilled water, but in most cases tap water will work perfectly well (and if you have a water softener attached to your system that will certainly help).

The Recipe

Washing Up Liquid - 1 partWater - 15 parts

Glycerine - ¼ part

Gently stir the ingredients together and avoid making a lot of foam. It is then best to store in a sealed container overnight (the

solution seems to get better with age). Make sure your container is sealed to avoid evaporation of the water. Your solution shouldkeep perfectly well for a few weeks.

If you want a good strong solution for making enormous bubbles then simply add more glycerine.

Finally, remember that different climatic conditions can have a big effect on the performance of bubble solution, so you'll needto do a bit of experimenting. Overcast or humid days work best, or just after rainfall. If it’s hot and dry then stick to makingsmall bubbles!


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Session E

Magnets

Objectives: Understand that forces help us in many ways.Sc4 2b Learn that both pushes and pulls are examples of forces.

Breadth of study: 1b Look at the part science has played in the development of many usefulthings.

ScientificEnquiry

Sc1 2c Think about what might happen before deciding what to do.2g Communicate what happened in a variety of ways, including using ICT.

Resources

A bar magnet for each child. A selection of magnets e.g. bar, horseshoe and discmagnets. A range of games that use magnets, depending on what you haveavailable e.g. trains linked by magnets, magnetic letters, fishing game, ladybirds.

Whole class teaching: (links to Session 7, Into the Future Theme, Talking Time Topic)Revise the fact that forces are pushes and pulls. Give each child a bar magnet and ask them to go round the roomfinding out what is magnetic. Explain that you would like them to find out if they can feel a force (push or pull)when they put the magnet near certain objects. Make sure there is enough iron and steel around for this tohappen!

Safety: - Warn chn before investigation, never to place a magnet near computers, watches, radios, televisions,credit cards, etc as they may damage this type of equipment.

Come back together and share findings. Ask Which force could you feel? Pulling.Now ask children to get into pairs and use 2 bar magnets together to see if they can feel a push.Explain as much of this phenomenon to children as you think appropriate.

What is a magnet?At its most basic level, a magnet is an object that is made of materials that create a magnetic field. Magnets havepoles, a north pole and a south pole. Like poles repel, opposite poles attract.For answers to other questions about magnets try:


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Hamilton Trust 2007 Y1 - Sc – Intro to Forces - Session E

Name:

Our question: Which magnet has the strongest force?

Type of magnet Tick the magnet you think willhold the most paperclips

How many paper clips doeseach magnet hold?

Barmagnet

Horseshoe

magnet

Discmagnet

What I found out:

The __________________ magnet is the strongest.


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List for teachers

Around the house:HeadphonesStereo speakersComputer speakersTelephone receiversPhone ringers

Microwave tubesDoorbell ringer solenoidRefrigerator magnets to hold thingsSeal around refrigerator doorPlug-in battery eliminatorsFloppy disk recording and reading head

Audio tape recording and playback headVideo tape recording and playback headCredit card magnetic stripTV deflection coilTV degaussing coilComputer monitor deflection coilComputer hard drive recording and reading head

Motors for use in:CD spinner and head positionerDVD spinner and head positionerAudio tape transportVHS tape transportVHS tape loaderMicrowave stirring fans Kitchen exhaustfans

Garbage disposal motorDishwasher Pump TimerRefrigerator Compressor Ice maker dumper

Sump pumpFurnace Blower ExhaustGarage door openerClothes washer Pump and agitator Timer


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Session F

Naturalforces

Objectives: Understand that there are natural forces that shape the world.Sc4 2a Find out about, and describe the movement of familiar things.

2b Learn that both pushes and pulls are examples of forces.Breadth of study: 2b Recognise that there are hazards in living things, materials and physicalprocesses, and assess risks and take action to reduce risks to themselves and others.

Scientific

Enquiry

Sc1 2j Review their work and explain what they did to others.2f Explore using the senses of sight, hearing, smell, touch and taste as appropriate, and make andrecord observations and measurements.

Resources

A story about stormy weather e.g. ‘The Wind Blew’ by Pat Hutchins (ISBN97806897174444) or Aesop’s fable ‘The Sun and the wind’ (session resources).

If it is a windy day - umbrella/s, scarves, fabric, piece of card.Whole class teaching: (links to Session 13, Happy Harvest Theme, Food & Farming Topic)Start by reading/telling story about stormy weather e.g. ‘The Wind Blew’ by Pat Hutchins (ISBN97806897174444) or Aesop’s fable ‘The Sun and the wind’ (session resources).Explain that there are natural forces pushing and pulling in the world. Remind them about how the bubbles movedaround (session D). Talk about leaves in Autumn, how rivers/waves wear away the ground, how the sun and frostbreak up rocks, etc. Make a list of weather and natural forces e.g. wind, rain, volcanoes, hail, hurricanes,tornadoes, sun, snow, rivers, waves. Discuss how these sometimes cause natural disasters such as floods.

If it is a windy day, take umbrella/s, scarves, pieces of fabric or card outside and let children feel and experiencethe force of the wind.Safety: Make sure chn look over the tops of umbrellas/card if they are moving with them.

Look at and discuss images on whiteboard (session resources).

http://library.thinkquest.org/5818/Links to site ‘Weather gone wild’ with some reasonable pictures.

http://library.thinkquest.org/5818/http://library.thinkquest.org/5818/


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Hamilton Trust 2007 Y1 - Sc –Intro to Forces - Session F

The North Wind and the Sun

The winds attempts to strip the traveller of his cloak, illustrated by Milo Winter in a 1919 Aesop anthology


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The North Wind and the Sun is a fable attributed toAesop. The story concerns a competition between the

North Wind and the Sun to decide who was the stronger ofthe two. The challenge was set to make a passing travellertake his cloak off. However hard the North Wind blew atthe traveller, the traveller only wrapped himself tighter.

But when the Sun shone with warmth, the traveller wasovercome with heat and had to take his cloak off. Themoral was:

Persuasion is better than force.


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Forces of nature

Waves Wind


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Forces of nature

Volcano Hurricane


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Name:Natural forces

wind waves

rain volcano


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Name:Natural forces

6315-y1 intro to forces

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