Creative Teaching & Learning

Project Based Learning – Materials – Poster

The poster for the Project Based Learning: Materials.

pbl-materials-poster.pdf

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      string(406) "... that are rigid in red.WoolCottonRubberPaperLeatherChalkWoodGlassIron48 Teaching & Learning July/August 2005Science Lesson 3: House materials (Key Stage 2)Aims of the lesson: To discover the materials found in an average house and classify them according to purpose.Activity: The poster found in this issue of Teaching & Learning shows an average ..."
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      string(5833) "activity should be suitable for children all abilities.Creative Teaching &Learning Science Lessonplans47Name: Date:Teaching & Learning SCIENCE Lesson plansThis page may be photocopied for use only within the purchasing institution. July/August 2005 Teaching & LearningFlexibilityHere are some pictures of objects made fromdifferent materials.Circle the materials that are flexible in blue andcircle the materials that are rigid in red.WoolCottonRubberPaperLeatherChalkWoodGlassIron48 Teaching & Learning July/August 2005Science Lesson 3: House materials (Key Stage 2)Aims of the lesson: To discover the materials found in an average house and classify them according to purpose.Activity: The poster found in this issue of Teaching & Learning shows an average family home, with four rooms displayed.Each of the rooms (bedroom, bathroom, lounge and kitchen) will hold a variety of objects made from different materials.Begin by displaying this poster and ask the class to discuss what objects they can see and what materials the objects are madefrom. Some objects have already been labelled for your ease of reference, but there are many more that have not beenlabelled. The class should begin this activity by compiling a list of objects found in their own homes and note the materialsthey are made from. Then ask:❖ Why is that object made from that material?❖ What properties does that material have that makes it fit for the object’s purpose?Once these questions have been explored, ask each pupil or groups of pupils to complete a table like the one given below.Object What is this object What material is Why was this material used?designed to do? it made from?Bath Hold water so needs to Ceramic It is waterproof and stays rigid.be waterproof and rigidExtension: This type of investigative activity can be carried out for any location. As an extension the class could try to locateand specify materials used in the playground (linking to rocks and soils).Differentiation: This activity should be suitable for pupils of all abilities.Science Lesson 4: Solids and liquids (Key Stages 1 and 2)Aims of the lesson: To investigate solids, liquids and gases and correctly categorise some materials.Activity: All materials exist as a solid, liquid or gas, and some materials can exist in more than one of these three states.Begin this investigation by discussing with the class what solids, liquids and gases are. For your own ease of referencethey are:❖ Gas: A form of matter with no fixed shape or volume.❖ Liquid: A form of matter with a definite volume, but no fixed shape.❖ Solid: A form of matter with a fixed shape and a fixed volume.Once the class understand the differences, explain that some materials can exist as a solid and as a liquid. Can the class thinkof any (water, chocolate, glass, ice-cream etc)? Then explain that liquids can be changed to a solid by cooling (this is calledfreezing or solidifying) and solids can be changed to a liquid by heating (this is called melting). Ask the pupils to suggest whenthey have seen water freezing, and what conditions are necessary for this to happen. Ask them to suggest how to make icemelt. Elicit examples of familiar materials that melt or solidify.  Once this knowledge and understanding has been reinforced,give each pupil a copy of the activity sheet found opposite (page 49). This sheet asks the children to categorise items accordingto whether they are a solid or a liquid. Once the items have been categorised, the pupils are asked two extension questionsdesigned to reinforce their knowledge and understanding.Extension: This activity only deals with solids and liquids. As an extension the class could try to think of some gases.Differentiation: While some of the classroom discussion might be more suitable for more able children, the worksheet issuitable for pupils of all abilities.49Name: Date:Teaching & Learning SCIENCE Lesson plansThis page may be photocopied for use only within the purchasing institution. July/August 2005 Teaching & LearningSolids and liquidsLook at the items displayed here. Do you knowwhich ones are solids and which ones are liquids?Write the items in the correct columns in this table.SolidsSome materials can exist as both a solid and aliquid. Can you list some here?Liquids50 Teaching & Learning July/August 2005Science Lesson 5: Marvellous magnets (Key Stages 1 and 2)Aims of the lesson: To carry out an inquiry-based investigation into magnets and magnetism.Activity: All modern devices that incorporate motors, electrical energy production or transmission, computers, televisionsand many more all use magnetic materials. 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Creative Teaching & Learning

Project Based Learning - Materials - Full Plan

22 Aug 2017

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      string(5875) "46 Teaching & Learning July/August 2005These lessons have been specifically written to support theteaching of science through the theme of materials.Teaching & LearningSCIENCELesson plansMaterialsScience Lesson 1: Properties and uses (Key Stages 1 and 2)Aims of the lesson: To investigate different properties of materials.Activity: Begin by writing a list of materials on the board. As a whole class, brainstorm the properties of each material. Next,explain that pupils are going to think about which would be most suitable to make a notepad. The following can be posed:❖ What is a notepad used for. (The pupils need to understand what sort of materials are suitable for writing)❖ Which of the materials in our list can you write on?❖ Why are some unsuitable for a writing book even though you can write on them (e.g. too heavy, the ink rubs off)?❖ Which material is the most suitable? What properties does this material have that makes it the most suitable?Next ask groups of pupils or individual pupils to look at other everyday items. For each item, the name, its use, what it ismade from and a sentence explaining why the material chosen to make the item was a good choice should be recorded.Extension: Ask the class to investigate why certain inventions might fail. For example, a glass umbrella, a wood shopping bagor a ceramic newspaper. In each case, the pupils should note why the materials chosen would not be suitable for the purpose.Differentiation: This activity should be suitable for pupils of all abilities.Science Lesson 2: Flexibility (Key Stage 1)Aims of the lesson: To categorise different materials according to specific properties.Activity: Begin this lesson by ensuring that the class understand what is meant by properties in the context of materials. Essentially, aproperty describes something about a material and the things it can and can’t do. Here is a table of materials that lists some properties:Material Common propertySteel Strong (meaning steel will resist the effects of forces)Glass Brittle (meaning it is hard, but breaks easily)Copper Conductor (meaning that it allows heat or electricity to flow through it)Rubber Flexible (meaning that it bends easily)Wood Rigid (meaning it will not bend easily)This activity concentrates on two specific properties: flexibility and rigidity. Each pupil (or group) needs a copy of the sheet on page 47. 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July/August 2005 Teaching & LearningFlexibilityHere are some pictures of objects made fromdifferent materials.Circle the materials that are flexible in blue andcircle the materials that are rigid in red.WoolCottonRubberPaperLeatherChalkWoodGlassIron48 Teaching & Learning July/August 2005Science Lesson 3: House materials (Key Stage 2)Aims of the lesson: To discover the materials found in an average house and classify them according to purpose.Activity: The poster found in this issue of Teaching & Learning shows an average family home, with four rooms displayed.Each of the rooms (bedroom, bathroom, lounge and kitchen) will hold a variety of objects made from different materials.Begin by displaying this poster and ask the class to discuss what objects they can see and what materials the objects are madefrom. Some objects have already been labelled for your ease of reference, but there are many more that have not beenlabelled. 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As an extension the class could try to locateand specify materials used in the playground (linking to rocks and soils).Differentiation: This activity should be suitable for pupils of all abilities.Science Lesson 4: Solids and liquids (Key Stages 1 and 2)Aims of the lesson: To investigate solids, liquids and gases and correctly categorise some materials.Activity: All materials exist as a solid, liquid or gas, and some materials can exist in more than one of these three states.Begin this investigation by discussing with the class what solids, liquids and gases are. For your own ease of referencethey are:❖ Gas: A form of matter with no fixed shape or volume.❖ Liquid: A form of matter with a definite volume, but no fixed shape.❖ Solid: A form of matter with a fixed shape and a fixed volume.Once the class understand the differences, explain that some materials can exist as a solid and as a liquid. Can the class thinkof any (water,"
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Creative Teaching & Learning

Project Based Learning - Materials - Science Plans

22 Aug 2017

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      string(334) "vulcanized rubber.Plenary: The information gathered for this activity can be used as the basis for the writing of Charles Goodyear’s CurriculumVitae or a poster all about Charles Goodyear.Differentiation: This activity should be suitable for children all abilities.39July/August 2005 Teaching & LearningCharles Goodyear"
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Creative Teaching & Learning

Project Based Learning - Materials - Literacy Plans

22 Aug 2017

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      string(332) "... been expected based on priorknowledge. This information is useful in the planning of the next phase. It alsoprovides an opportunity for reflection on how the project has impacted uponthe learning of each of the children.More than a two-day projectThe third stage is to incorporate LVT as a regular ..."
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      string(5777) "teachers were keen to try this in the classroom – even at that early stagethey could see the relevance of LVT to their teaching.The second stage was to examine the role and effectiveness of the LVT toolsand methodology in the classroom. How good is this approach in promotingcollaborative group work? How effective is it in helping to generate the talk thatis necessary for the collaboration to happen?Enquiry-based learning projects were designed which demanded discussion,collaboration and negotiation based on an impactful stimulus and clear objectives.The learning sequences were planned to deliver in terms of promotingcommunication, collaboration, synergy and meta-learning. The details look likethis:CommunicationGenerating good group talk to explore the problems and come up withsolutions.Providing the right stimulus and starting point for discussion.Allowing the children to appreciate that talking in this way is learning in orderto achieve the objectives.CollaborationPromote working as a group – as opposed to merely being in a group.Supporting the cohesion needed to approach the complex tasks effectively.Assessing the effect of the LVT methodology on these processes.SynergyRecognising that the quality of the work at the end of the project is a functionof having worked together effectively.Communicating about the end product.Meta-learningChildren articulating their understanding of the issues above.Evaluations drawing out of the children – their reflections on the process aswell as their appreciation of the products of the sessions.Grabbing their attentionWe began with Year 6 and what emerged from that experience was a proceduraland pedagogic model that we have continued to use as the project has matured.Three or four twilight meetings take place in which the teachers co-plan with theiryear colleague an enquiry-based project that will take place over two consecutivedays and the curricular and thematic objectives that it will address. This allowsfor the development of the teachers’ own understanding of the workings ofLVT in the context of the delivery of the curriculum, the context of classroompractice and how the learners will be able to use it as their own planning anddevelopmental tool at various points in the project. The detailed plans are drawnup and the resources made.We have used many exciting ideas for enquiry. These include:nnnnnnnnnn“It emergedthat teacherswere keen totry this in theclassroom– even at thatearly stagethey could seethe relevanceof LVT to theirteaching.” 29Volume4.3n CreativeTeaching & LearningThinking skillsAmazing animals on an earth-like planetSurviving on and escaping from Elephant Island, an ice-covered mountainousisland off the coast of AntarcticaSurviving a plane crash in VenezuelaSurviving on and escaping from a tropical, deserted islandSurviving a tsunamiLost in the savannahThe crazed megalomaniacTravelling in timeDisasters in a strange cityAfter a detailed whole-class briefing and demonstration of the LVT method,the children are given a powerful, attention-grabbing themed resource packthat contains:Stimulus material (visual, written, factual) – the context of the enquiry orproblem to be solved.Details of the tasks that need to be performed – these include the decisionsthat have to be made by the group in terms of their management of the projectand the achievement of the objectives.A list of tasks – for example:Construct an agreed plan of actionAgree allocation of tasksProduce written and drawn material that will contribute to a posterConstruct a posterScript and shoot a videoPresent the poster to another group or another class.Plans and resources for current phases of the project can be seen and freelydownloaded from www.steveslearning.com/primarycreativity.htm.nnnnnnnnnnnnnnnnnnhttp://www.steveslearning.com/primarycreativity.htmThinking skills30Volume4.3n CreativeTeaching & LearningUp to now we have structured the projects using eight sessions over two full andconsecutive days for each iteration of the project. This allows for time-consumingtasks, such as the construction of the poster and the scripting and shooting ofthe video, to be completed effectively and in sufficient depth. There is time forconsidered planning, there is time for re-takes of the video. The time allows forthe groups to cohere, build up a degree of synergy and for the children to developthe roles within the groups. Within this loose structure, there are opportunitiesfor the children to discuss and discover, disagree and decide. Children haveappreciated the looser than normal weave of the days.Immediately after the project, the teachers and the children are asked tocomplete an evaluation form. We look particularly at those children who haveperformed in a different way than would have been expected based on priorknowledge. This information is useful in the planning of the next phase. 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Creative Teaching & Learning

Linking thinking

19 Dec 2013