Main activity: Narrative frameworks to Spoon Introduce pupils to the bank of resources at the table. Q- How can we handle these resources in a safe support feedback Stirrer way? Q- Could we undertake any of the investigations we devised in the warm up using these materials? Measuring Review the learning outcome and elicit we are going to focus today’s investigations on the speed it takes Timer for an object to dissolve. What could we investigate using these items? Remind pupils that in order to make a fair investigation we need only one variable. Allow groups time to Potential Questions for discuss what they will investigate with the given materials. pupils to investigate: Remind pupils they need to plan fair investigations, instruct pupils they are to share their investigations Note- Pupils will need to devise with other groups through envoying- what would be a good thing to look out for when sharing your these themselves, you may investigation’s with others? Elicit that we need to ensure all our testing is fair and that we can help each wish to model one line of other to plan for that in our envoying time. enquiry. Allow groups time to share investigations between themselves- teacher to float prompting with targeted Does temperature affect questions as needed. the rate of dissolving? pupils back into investigation groups- allow pupils a time to finalise investigations into a question, Does the number of stirs stating the variable they will change in order to investigate- e.g. Does temperature affect the rate of affect the rate of dissolving? Variable is water temperature. dissolving? Discuss how groups will record the findings of their investigations on no pens day- pupils may wish to log Does the amount of liquid on a computer graphing program, take photos, draw diagrams, sort objects from slowest to fastest etc. affect the rate of Recap the need to predict before investigating- Allow pupils time in groups to make predictions and dissolving? undertake their investigations. Does the type of container affect the rate of Plenary: dissolving? Allow groups 1 minute to make a conclusion statement for their investigations that include the Does the type of liquid Share ideas and discuss how their findings related to their predictions. affect the rate of Self-assess learning against WALT- did we plan and undertake a fair test? dissolving?
Narrative frameworks to support feedback Spoon Stirrer Measuring Timer Potential Questions for pupils to investigate: Note- Pupils will need to devise these themselves, you may wish to model one line of enquiry. Does temperature affect the rate of dissolving? Does the number of stirs affect the rate of dissolving? Does the amount of liquid affect the rate of dissolving? Does the type of container affect the rate of dissolving? Does the type of liquid affect the rate of dissolving? Main activity: Introduce pupils to the bank of resources at the table. Q- How can we handle these resources in a safe way? Q- Could we undertake any of the investigations we devised in the warm up using these materials? Review the learning outcome and elicit we are going to focus today’s investigations on the speed it takes for an object to dissolve. What could we investigate using these items? Remind pupils that in order to make a fair investigation we need only one variable. Allow groups time to discuss what they will investigate with the given materials. Remind pupils they need to plan fair investigations, instruct pupils they are to share their investigations with other groups through envoying- what would be a good thing to look out for when sharing your investigation’s with others? Elicit that we need to ensure all our testing is fair and that we can help each other to plan for that in our envoying time. Allow groups time to share investigations between themselves- teacher to float prompting with targeted questions as needed. pupils back into investigation groups- allow pupils a time to finalise investigations into a question, stating the variable they will change in order to investigate- e.g. Does temperature affect the rate of dissolving? Variable is water temperature. Discuss how groups will record the findings of their investigations on no pens day- pupils may wish to log on a computer graphing program, take photos, draw diagrams, sort objects from slowest to fastest etc. Recap the need to predict before investigating- Allow pupils time in groups to make predictions and undertake their investigations. Plenary: Allow groups 1 minute to make a conclusion statement for their investigations that include the Share ideas and discuss how their findings related to their predictions. Self-assess learning against WALT- did we plan and undertake a fair test?
year_6_collated_2016.docx