University of Brighton, Faculty of Education and Sport

Lesson Plan
Student teachers Name: Lesson Number: School Action Plus 1 SEN Pupils School Action Fiona Buchanan of 2 4 1 CR Date/Time: 7/11/2012 Curriculum Area / Activity: Lesson Duration: STEM through Paragon 1 hour 50 minutes Miss SInclair Number of Pupils: 27 Class: Year 5/6 (refer to departmental register / IEPs) Names of other adults present:

Student teacher target in relation to Standards and ITDP

T1 - Set high expectations which inspire, motivate and challenge pupils T2 - Promote good progress and outcomes by pupils T3 - Demonstrate good subject and curriculum knowledge T4 - Plan and teach well structured lessons T5 - Adapt teaching to respond to the strengths and needs of all pupils T6 - Make accurate and productive use of assessment T7 - Manage behaviour effectively to ensure a good and safe learning environment T8 - Fulfil wider professional responsibilities Personal and professional conduct

Identified targets based upon previous lesson plan evaluation

Learning Objectives
What do I intend the pupils to learn? (Knowledge, understanding, values, attitudes and skills) To understand the principles of gravity and force and their practical application in a pulley system. Working towards... To create simple pulley system

Differentiated Learning Outcomes

Achieving... To create a simple pulley system and think about how they can be used to lift heavy weights With little or no help from the teacher/AOT / peers. Beyond... To create a simple pulley system and suggest ways they can be used to lift heavy weights. Without help.

LO1

With help from the teacher / AOT/ peers.

Sunday, 24 February 2013

University of Brighton, Faculty of Education and Sport

Learning across the curriculum

Science - Sc1 Scientific enquiry (units of measure), Sc4 Physical processes (forces and motion) English En1 Speaking and listening, En2 Reading, Maths Ma3 Shape, space and measures, Ma2 Number, Ma4 Handling data: DT - Working with tools, equipment, materials and components to make quality products, Developing, planning and communicating ideas History - Organisation and communication, Historical enquiry, A European history study

Resources
Lesson plan x 3 teacher, observer(class teacher), TA Coat hangers, spool, wool/string, paper cups, paperclips IWB / Whiteboard /Pens Paragon slides My props: bag / plastic bag to hold objects, broom, kitchen roll centre, objects LIs to stick into books Seating plan Gravity / Force sheets Sellotape or other tape Backup files on USB stick Access to the school network Tidy up music ready to go Newton Force meters Download videos / open web pages Document Table for results ... for first activity

Time & Learning Objectives

Pupil Learning Activities

Including reference to inclusion strategies

Teaching Points / Strategies / Teacher Role

Including reference to how tasks have been differentiated

Organisation and Risk Assessment

Assessment for Learning Strategies

Formal and informal

Pre-lesson

10 minutes

Starter Children hand out Science books Q&A

Print LI and remember to LI To understand the principles of gravity and force and their practical application in a pulley system. Remember to Stay safe the coat hanger edges are sharp Measure force (weight) in Newtons Make sure your pully can lift your object Use at least 50 cm of string Explain Activity / refer LI How did the Greeks build their buildings? How did they move the heavy stones? How did the Egyptians build their pyramids How did they get the stones up? By pulling Q & A to assess for prior knowledge. Use the answers to support other children. Link to prior learning

Sunday, 24 February 2013

University of Brighton, Faculty of Education and Sport Time & Learning Objectives

Pupil Learning Activities

Including reference to inclusion strategies

Teaching Points / Strategies / Teacher Role

Including reference to how tasks have been differentiated

Organisation and Risk Assessment

Assessment for Learning Strategies

Formal and informal

40 minutes

Main Activity (theory)

Main Activity Science So what is a pull? It is a force The weight of an object is the force caused by gravity pulling it down. We measure it in Newtons. http://www.bbc.co.uk/bitesize/ks2/science/ph ysical_processes/forces/read/3/ Be aware There may be confusion between Weight and Mass. Activity In order to move an object we must apply the same force as gravity. How much force do I need to lift the following objects? Show document Table for results ... NOTE Ensure children are reading NEWTONS not grams Enter information in to the table. Discuss findings So how did this help the Greeks? Introduce Archimedes He was a great mathematician and engineer, he invented the pulley system. Archimedes had stated in a letter to King Hieron that he could move any weight with pulleys; he boasted that given enough pulleys he could move the world! The king challenged him to move a large ship in his

Watching, listening, Q & A. Children give examples of push / pull ACTIVITY Children use the Newton meters to measure how much force there is on an object NOTE Ensure children are reading NEWTONS not grams One object per table, children moving round a table at a time Write findings in a simple table in Science books. Title How much force is needed to move these objects? Object Fish food Book Mobile Phone An apple Tennis ball Whiteboard pen bucket Force

Open verbal questioning to evaluate level of understanding. Evidence of understanding, application and synthesis will be observed through the activity and children using the right measure (Newtons) Children moving table by table to measure force using a Newton meter TA/ INA helping less able children Verbal questioning of individual children and 1 to 1 support will also provide assessment information. Formative assessment of written work in books will also show understanding / progress and highlight areas of misunderstanding..

Children complete the table

Sunday, 24 February 2013

University of Brighton, Faculty of Education and Sport Time & Learning Objectives

Pupil Learning Activities

Including reference to inclusion strategies

Teaching Points / Strategies / Teacher Role

Including reference to how tasks have been differentiated

Organisation and Risk Assessment

Assessment for Learning Strategies

Formal and informal

arsenal, a ship that would take many men and great labour to move to the sea. On the appointed day, the ship was loaded with many passengers and a full cargo, and all watched to see if Archimedes could do what he said. He sat a distance away from the ship, pulled on his rope and pulled the ship along "as smoothly and evenly as if she had been in the sea." So how did he do it? He used his understanding of force and realised that he could use a pulley system. We are going to make our own pulley systems to help us understand how they work. 40 minutes Practical task Children understand safety rules Children listening and watching Children create their own pulley systems. Children will work in pairs to help test the pulley but each child will make their own pulley. Children will gather their equipment from 2 children at the back. Children test their pulleys using a number of objects Any silly behaviour will result in writing out times tables for the rest of the lesson. DT Using a broom, kitchen roll holder, some string, a bucket, and an object such as a book. Demonstrate the principles of a pulley. Model how the children are going to make their pulleys. Display the instructions on the IWB Differentiation: SEN (TA Miss Noble) To build a simple pulley with support from peers/ adults Callum will need 1 to 1 support as he is Teacher demo of making and using a pulley SAFETY The coat hanger edges will be sharp.

Evidence of understanding, application and synthesis will be observed through the activity and childrens ability to build the pulley. Verbal questioning of individual children and 1 to 1 support will also provide assessment information. Teaching and support staff deployed as per differentiation Teacher (FB) moving around the class and observing to assess progress on a whole class observation sheet.. Formative assessment of written work in books will also show understanding / progress and highlight areas of misunderstanding for improvement.

Sunday, 24 February 2013

University of Brighton, Faculty of Education and Sport Time & Learning Objectives

Pupil Learning Activities

Including reference to inclusion strategies

Teaching Points / Strategies / Teacher Role

Including reference to how tasks have been differentiated

Organisation and Risk Assessment

Assessment for Learning Strategies

Formal and informal

reluctant to participate and may say he cant do it. He can work with his TA/INA as his partner. The more able children will be encouraged to help the less able in constructing their pulley. Achieving: Level 2 / 3 (Miss Sinclair or Mrs Martin or Mrs Phillips) To build a simple pulley and think about how it could be used to move heavy objects. Working beyond: Level 4 and above To build a simple pulley and experiment using loops. Suggest ways it could be used to move heavy objects. CHILDREN MAY NOT FINISH THE ACTIVITY CONTINUE TOMORROW Bring the class back together 10 minutes Plenary: Recap of main ideas Children show and talk about their pulley and what they found out. Q&A Children add comment re LI I can .... Plenary

Teacher (FB). Supporting groups/individuals as necessary

Teacher directing questions to individuals Q & A Show and tell about their pulley How do forces help / hinder our movement of objects What other things affect the weight we can lift? Strength of rope, Connection to bucket Strength of bucket The rod the pulley is attached to

Evidence of understanding, application and synthesis will be observed through Q & A. Use assessment to inform Science APP? http://www.tes.co.uk/Resourc eDetail.aspx?storyCode=60994 45

Sunday, 24 February 2013

University of Brighton, Faculty of Education and Sport Time & Learning Objectives

Pupil Learning Activities

Including reference to inclusion strategies

Teaching Points / Strategies / Teacher Role

Including reference to how tasks have been differentiated

Organisation and Risk Assessment

Assessment for Learning Strategies

Formal and informal

10 minutes

Tidy up Name your pulley and move it to a windowsill Book monitors collect books, All equipment to go next to the sink Rubbish in the bins Check the floor is tidy Children putting pens away and sitting at their tables

Use music track to countdown to being ready to leave Chairs away / stand behind chairs

Sunday, 24 February 2013