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KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 1- Forces Introduction/ Recap

NC Refs: 3.1 b

Sets: ALL

Yearly objectives:

Range & Content: Recognise the forces acting on an object in different situations

HSW: Describe patterns and trends in results and link to conclusion

Outcomes: All: Describe what simple forces do

Most: Name some forces

Some: Describe how 2 or more forces alter things

Suggested Activities (including specific refs to HSW):

Starter:

• Mind map all the things forces can do to a piece of plasticine or recall what they learnt at KS2

• Students work in pairs to identify forces from 11.1 Science works activity 1

Main: Forces circus of experiments: pupils to move around stations and make an observation about each practical, and try and name the force involved

Exploring science has practical sheet on this which may be adapted for use

Science works 11.1 activity 4 circus of experiments sheet

Plenary:

Spot the force- put up pictures of examples of forces- pupils to name each force

Interactive activity 5 – pupils identify and label forces

Apparatus / Materials Required

Water trough, masses, forcemeters, friction demo boards, (see davina)

Safety:

Care

References:

Science works book 1 page 126-127

Differentiation

Extension: Extension science works 11.1

Support: Help sheets science works 11.1

Business & Enterprise Skills

Team work in circus of experiments

Assessment Opportunities

Starter to assess KS2 knowledge

NC Refs: 3.1b

Sets: ALL

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 2- Balanced and Unbalanced Forces

Yearly objectives:

Range & Content distinguish between situations involving balanced and unbalanced forces

HSW describe patterns and trends in results and link to conclusions

Outcomes: All: Identify if forces are balanced on an astronaut

Most: Explain what happens when two forces are not balanced on an astronaut

Some: calculate resultant forces on an astronaut

Suggested Activities (including specific refs to HSW):

Starter: Show pupils picture of a car- ask them to sketch the car and then label the 4 forces acting on the car. Then ask to label the same forces on an astronaut

Drag and drop activity 11.2 interactive activity 1/ Animation 1 pupils to discuss and name forces acting on a car as it speeds up slows down etc

Main: Pupils to investigate forces. Give pupils a book resting on their table, a ball to roll along the bench, a ball to drop, a ball in a beaker of water.

Pupils are to say if the forces on the object are balanced or unbalanced in each situation. More able pupils can name the bigger and weaker forces in each situation

Show the picture of an astronaut and give a different scenario to each table group- what would happen if.. the upthrust increased, the air resistance increased etc. Each group to present their ideas

Newton meter tug of war- pupil activity using Newton metres activity sheet 4 11.2

Plenary:

Put pictures around the room of balanced and unbalanced forces- ask pupils to stand under unbalanced and explain their reasons

Activity 6 card sort to show resultant forces

Assessment Opportunities

Plenary and lots of old SATs questions appropriate

Business & Enterprise Skills

Team work and making decisions

Safety:

Care when moving around

Apparatus / Materials Required

Objects for benches (doesn’t have to be a ball)

Newton meters

Differentiation

Extension: Pupils could be given quantitive info about forces and calculate resultant force activity sheet 5

Support: Pupils just use up and down forces until confident

References:

11.2 activities from science works

Science works book 128-129

Homework ideas:

Write a story of a car moving along in terms of forces

Lots of SATS questions

NC Refs:

Sets: ALL

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 4 – Force Arrows

Suggested Activities (including specific refs to HSW):

Teacher discretion as to assessment see science works assessment disc

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 17 –Assessment

NC Refs:

Sets: ALL

NC Refs:

Sets: ALL

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 4- Investigating forces

Yearly objectives:

Range & Content recognise the action of elastic forces

HSW describe an appropriate approach to answer a scientific question using a limited range of information and making relevant observations or measurements

Outcomes: All: Recognise unbalanced forces stretch materials

Most: Plot an extension weight graph

Some: Make predictions from resultant graph

Suggested Activities (including specific refs to HSW):

Starter: Quiz to recap work done so far

Bungee jump activity 1 from 11.4- drag and drop

Show video of bungee jump video clip from 11.4 science works

Main: Investigating how forces change the shape of a spring- bungee testing

Pupils to set up clamp and stand and attach a meter ruler. Attach a spring and a force meter. Increase the load on the force meter and measure the extension each time. Pupils to plot their results

Opportunity to introduce variables dependent- extension, independent- force etc

Can introduce reliability etc

More able pupils and extrapolate line graphs

Bungee experiment elastic band on plywood with diff masses – see sheet 11.4 activity sheet 2 (help and extension sheet available)

Plenary:

Write 2 things that were good about the practical and 2 that were bad

Powerpoint11.4 activity 1 questions about graphs

Assessment Opportunities

How science work opps

Business & Enterprise Skills

Problem solving

Teamworking

Safety:

Care to be taken with masses

Goggles to be worn

Apparatus / Materials Required

Clamp, stand, meter ruler, spring, forcemeter, masses, graph paper

Differentiation

Pupils can be given more or less support in planning depending on ability

Extension sheet and help sheet from science works

References:

Hodder book page 162

Science works 132-133

Homework ideas:

Answer plenary questions from plenary activity

NC Refs:

Sets: ALL (but set 3 and 4 over 2 lessons)

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 5 – Friction and Streamlining

Yearly objectives:

Range & Content investigate situations where forces are applied over large and small areas or have a turning effect

HSW; plan an appropriate approach to answer a scientific question making relevant observations

describe patterns and trends in results and link these to conclusions

Outcomes: All: Identify when friction is useful and is not

Most: Describe how we can reduce friction

Some: Explain how lubrication reduces surface to surface friction and streamlining reduces air resistance

Suggested Activities (including specific refs to HSW):

Starter: Could show powerpoint of people falling on ice, etc and ask what the lesson is about

Pupils could sort activities into when friction is useful and when it is not e.g ice skating, gymnastics (beam), car engine, bike brakes Resource powerpoint 1 slide one from science works

Main:

• Investigating friction: put blocks with different surfaces eg, sandpaper, carpet, velcro, felt etc (Davina has these made up) on a ramp. Increase the height of the ramp to see the height when the object moves. Pupils to record their results and identify variables, draw graph of results and anaylse data

• Lesson 11.3 Activity 1 how do different lubricants reduce friction (help and extension sheet available)

Plenary:

Pupils can make a hierarchy of materials according to the amount of friction / or same for different lubricants

Assessment Opportunities

HSW

Business & Enterprise Skills

Team work, problem solving

Safety:

Care when blocks move

Apparatus / Materials Required

Ramps, blocks with different materials, rulers, graph paper

A 5N force meter, A large wooden board, A wooden block with a hook, Containers of vegetable oil, washing up liquid, water and bars of soap, Paper towels, A bin liner,A 25 ml measuring cylinder, A 200 ml beaker

Differentiation

Extension: Pupils can be given equipment and asked to plan the experiment

Support: Pupils could be given writing frame/table to assist

References:

130-131

Homework ideas:

How is friction helpful or not helpful in our home- pupils come up with ideas from their own lives

NC Refs:

Sets: 1 & 2

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 6 – Friction and Streamlining

Yearly objectives:

Range & Content: recognise how simple quantitative relationships can be applied to the way objects move (including balanced and unbalanced forces)

HSW: describe an appropriate approach to answer a scientific question using sources of evidence and, where appropriate, making relevant observations or measurements using appropriate apparatus

Outcomes: All: Friction can act in air or water

Most: Describe how drag can be reduced by streamlining

Some: Explain how drag increases with speed

Suggested Activities (including specific refs to HSW):

Starter: Show picture of swimmer, cyclist etc list 3 ways friction is reduced in air and water

Main: Experiment to investigate which shape has the least drag. Pupils can be given as much or as little direction as deemed necessary by the teacher. Use plasticine and large measuring cylinders, make different shapes and time how long it takes for the shapes to move through a cylinder of glycerol (can use water but would be a bit quick). Pupils can select variables and display results accordingly.

Plenary: Past SATS question (lots available on computer- select according to group)

Assessment Opportunities

SATs question

Level HSW

Business & Enterprise Skills

Problem solving

Safety:

Take care with glycerol and any splillages

Apparatus / Materials Required

Measuring cylinders, plasticine, stopwatches, glycerol, water, goggles

Differentiation

Extension: Ask pupils to explain why there is more friction on an aeroplane than a car

Support: Give pupils writing frame for plan or results

References:

Exploring science 9 page 148

Homework ideas: Pupils to design a swim suit or cycle helmet for the 2012 Olympics they must annotate to show how their design reduces drag

NC Refs:

Sets: ALL (but set 3 and 4 over 2 lessons)

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 7 - Speed

Yearly objectives:

Range & Content: recognise how simple quantitative relationships can be applied to the way objects move (including balanced and unbalanced forces)

HSW describe and record observations systematically

describe patterns and trends in results and link these to conclusions

Outcomes: All: Recognise change in speed comes from unbalanced forces

Most: Calculate speed using simple formula

Some: Describe speed from a speed time graph

Suggested Activities (including specific refs to HSW):

Starter: Give list of animals and put in order of fastest to slowest, or show a car stationary, accelerating and slowing and ask pupils to say if forces are balanced or unbalanced.

Main:

• Pupils could calculate their own speed walking and running across a fixed distance, could be applied to speed of cars on broadway to see if breaking the speed limit.

Work out speed of marbles down a ramp over a fixed distance if weather doesn’t allow for above.

EXTENSION: for more able pupils give a copy of speed time graph and ask to interpret each stage

• Balloon race- make balloons and attach to string across class and calculate speed (see sheet 11.5a)

• 11.5a Activity 2 – extension work on speed calculations

Plenary: White board quiz calculation eg unit for speed, simple calculations

11.5a Powerpoint 2 activity on distance time graphs

Assessment Opportunities

Quiz at end, calculation of speed

Business & Enterprise Skills

Team work

Safety:

If outside ensure pupils away from cars

Apparatus / Materials Required

Rule, tape measure, stopclock, marbles, calculators

Balloons, string

Differentiation

Extension: As above

Support: Pupils may need help with calculations

References:

Exploring science page 144-147

Science works 134-135

Homework ideas: Lots of SAT questions available, homework sheet on science works

NC Refs:

Sets: ALL

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 10- Earth in Space

Yearly objectives:

Range & Content: describe the apparent movement of the Sun across the sky and the pattern in the changing appearance of the Moon

HSW: recognise that scientific evidence can be used to support or disprove theories

Outcomes:

All: Use models to explain how we have day and night

Most: identify evidence that contributed to our ideas and understanding of day and night

Some: explain how evidence supported the theory that the earth is round

Suggested Activities (including specific refs to HSW):

Starter:

• Key question on the board- how does the moon appear at night but disappear during the day? Pupils to discuss their ideas with their group and then explain to the class

• 12.1a Interactive Activity 1 Science news – Students match up the old and new theories.

• 12.1a PowerPoint The early years – Concentrate on ‘The Earth is round’ statement: show the picture and ask students to vote if they think the Earth is flat or round.

Main:

• Use a torch and globe (or pupils) to demonstrate the rotation of earth about its axis

• Ask pupils to draw a cartoon showing the earth at different times during the day 0.00 hrs, 06.00, 12.00, 18.00, 24.00 for each stage show how the earth rotates and why it is light or dark in the UK and Australia

• Introduce the topic, explaining that they will learn about the Earth and the Universe. Link back to the starter, emphasising that people’s ideas about space have changed over time.

• Demonstration The Earth is round – Use a model of the Earth with a mountain stuck on it to show how astronomers argued that the Earth is round nearly 2000 years ago.

• 12.1a Animation Day and night – Recap day and night from KS2.

• Demonstration Day and night – Use a globe and a light source to represent the Sun and the Earth.

• Explain that everything that has a mass exerts gravity. Ask: In which direction does gravity act?

• Demonstration Activity 4 Gravity – Carry out the plumb-bob demonstration.

• 12.1a PowerPoint The early years – Use slide 2 to emphasise the point about gravity.

Plenary:

Pupils write 3 questions about the lesson in table groups. Then pupils swap questions and mark answers

• 12.1a Activity 5 Star thinking – Students complete this activity sheet to summarise the lesson.

Assessment Opportunities

Can award level to cartoons

Business & Enterprise Skills

Working in groups, communicaiton

Safety:

Apparatus / Materials Required

Display stuff, torch, globe,

Differentiation

Extension: Telling the time with shadows 7La2

Support: Give pupils just night and day when doing cartoon

References:

Exploring science 7

Science works 138-139

Homework ideas: SATS question from test base, early days acitivty sheet from science works

NC Refs:

Sets: ALL

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 11 – The Moon and Orbits

Yearly objectives:

Range & Content: describe the apparent movement of the Sun across the sky and the pattern in the changing appearance of the Moon

HSW use a model to explain the phases of the Moon seen from Earth

Outcomes: All: Describe the phases of the Moon

Most: use models to explain night and day, moon phases and eclipses

Some: describe limitations of models

Suggested Activities (including specific refs to HSW):

Starter:

Ask pupils to draw what a full moon, half moon and quarter moon look like. Discuss with class why the moon changes shape

12.3 PowerPoint 1 Guess the lesson – Show the four images and ask students what they think the lesson will be about

Main:

• 12.3 Activity 1 Phases of the Moon – First discuss prior knowledge about the Moon, then ask students to draw (on mini whiteboards) as many phases as they know.

• Explain the phases of the Moon using half blacked-out ping-pong balls. Students use these to generate the different phases of the Moon and draw what they see on the activity sheet.

• 12.3 PowerPoint 2 Phases of the Moon – Show this so students can check their answers to the activity.

• 12.3 PowerPoint 3 Eclipses – Students have to work out where the Moon would be for there to be a solar eclipse and a lunar eclipse.

Show video clips of solar and lunar eclipses from the BBC Motion Gallery and use PowerPoint 3 to explain what is happening.

Worksheet 7Lb2 give key facts about the moon

Worksheet 7Lb3 shows the phases of the moon

Worksheet 7Lb4 focuses on eclipses

Use torch on globe and orange for moon to demo the phases to class and ask for explanations at each stage

Plenary:

Quick quiz on past 2 lessons, Summing up – Ask students to write a summary of the lesson in their own words, including what they have learnt about the phases of the Moon and eclipses.

Assessment Opportunities

Quiz, summary

Business & Enterprise Skills

Problem solving

Safety:

Apparatus / Materials Required

Torch, globe, orange (sphere)

Differentiation

Extension: Pupils could work in groups to explain what observations scientists would need to make to discover about the moon Support:

References:

Exploring science 7

Science works 142-143

Homework ideas: Draw the phases of the moon for the next week (weather permitting) or could investigate online the dates of each phase for the next month

NC Refs:

Sets: ALL

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 12 – The Seasons

Yearly objectives:

Range & Content: explain why the Earth experiences different seasons, explain the Earth experiences different day lengths

HSW: use a model to explain the seasons and day length

Outcomes: All: Describe the temperature and day lengths in each of the four seasons

Most: Use models to explain why we experience the different seasons and day lengths

Some: Explain why temperatures are different in summer and winter using ideas about light intensity and the angle of the Sun’s rays

Suggested Activities (including specific refs to HSW):

Starter:

• Write a list of similarities between winter and summer. Show a picture of the poles during winter and summer and ask pupils to explain the difference seen

• 12.1bActivity 1 What if it was always winter? – The class generates answers using the ‘plus, minus, interesting’ (PMI) thinking tool.

Main:

• use the torch and globe to show how the amount of light energy differs at each pole when the globe is tilted. Ask pupils to decide why this could be used to explain the seasons

• Worksheet 7Lc1 is a text completion regarding seasons

• Worksheet 7LC2 is more difficult and useful for more able pupils

• Worksheet 7Lc3 is a graph drawing exercise that encourages pupils to use data to determine the season and if a place is in the Northern or Southern hemisphere

• 12.1b Activity 2 Month by month – On mini whiteboards, students describe what each month feels like and group the months into four seasons. At the end students should feed back the different characteristics of each month.

• 12.1bAnimation The four seasons – Use this to show the Earth’s positions around the Sun and the seasons.

• Demonstration Activity 3 Stellarium – Use this downloadable software to highlight the changes in height of the Sun at different locations and seasons.

• 12.1bActivity 4 The four seasons – Students fill in the worksheet showing the Earth in different positions in orbit around the Sun.

12.1bActivity 5 Demonstrating the seasons – Core/Help students model day length with a globe and lamp showing the difference between hemispheres and seasons. Extension students use a model globe covered with thin strips of heat-sensitive tape to demonstrate why we experience seasons.

Plenary:

• Ask pupils in groups to use the ideas they have learnt to explain why it is hotter in summer than winter (aim to elicit more concentrated rays from sun), Pupils could explain why there doesn’t appear to be winter and summer in Kenya , Activity 5 Star thinking – Students complete this activity sheet to summarise the lesson.

Assessment Opportunities

Pupil feedback

Business & Enterprise Skills

Teamwork, communication, problem solving

Safety:

Apparatus / Materials Required

Worksheets, torch, globe

Differentiation

Extension: as above

Support:

References:

Exploring science 7

Science Works 138-139

Homework ideas: The story of the seasons- pupils write a story from the point of view of a country in the northern or southern hemisphere to explain why they have seasons and how their environment changes with seasons

NC Refs:

Sets: ALL

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 13– The Solar System

Yearly objectives:

Range & Content: describe the position of the Earth in relation to the position of other bodies in the solar system and use this to explain some phenomena

HSW: use models to describe the distances between bodies in the Solar System

describe patterns in secondary data and link these to conclusions

Outcomes:

All: Describe differences in planets according to position from sun

Most: Interpret information about the planets using a graph, Use a model to describe distances between the planets and the Sun

Some: Select an appropriate scale for modeling distances between planets and the Sun

Suggested Activities (including specific refs to HSW):

Starter:

Ask pupils to write down all the planets that they know and if possible in the order from the sun

Main:

• Ask pupils to give ideas about the conditions for 3 of the planets, venus, earth and Jupiter- temp, gravity and amount of light. Which could support life and why or why not?

• Postcards from space activity : worksheet 7Ld4 has activity discussing which planet pupils would want to live on

• 12.2 Activity 2 Our Solar System – Students work in pairs and use the Solar System cards to play ‘top trumps’, to familiarise themselves with information about the planets.

• Discuss the eight planets of the Solar System and the shape of their orbits. Introduce the ideas about distance and scale.

• Students answer Textbook questions 4–10.

• 12.2 Activity 3 Solar System to scale – Students make a scale model of the Solar System using plasticine or as a class create a scale model to be displayed on the wall.

• 12.2 Activity 4 Plotting the Solar System – Students use values from the cards in Activity 2 to plot a graph of each planet and distance from the Sun, working out their own scale for the graph.

• Extension students plot a graph of the distance from the Sun against time of a single orbit then draw conclusions from the graph about the speed of orbit.

Plenary:

Write down 3 ways scientists would have made their discoveries from other planets.

12.2 Activity 5 How to remember – Ask students to make up a sentence, rhyme or mnemonic to help them remember the position of the planets. Feed back some ideas to the whole class.

Assessment Opportunities

Planet postcards

Business & Enterprise Skills

Decision making

Safety: general lab safety

Apparatus / Materials Required

Display materials

Differentiation

Extension: Pupils could be given more complex data ie oxygen levels etc for decision making

Support:

References:

Exploring science 7

Science Works 140-141

Homework ideas: research the dwarf planet Pluto and find out why it has been down graded- decide if you would have down graded it

NC Refs:

Sets: ALL

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 14 How space beganHOwHH

Yearly objectives:

Range & Content: recognise that the Universe is made up of galaxies of stars with enormous distances between them

describe how astronomy and space science provide evidence of the solar system and galaxy

HSW: describe the use of sampling as a method of obtaining data

use models to describe the distances between bodies in the Universe science cannot yet explain everything

Outcomes: All: Describe how scientists estimate how many stars are in the Universe by sampling

Most: Use sampling to estimate how many stars there are in a picture

Some: Calculate distances in space using light years

Suggested Activities (including specific refs to HSW):

Starter:

Ask pupils to explain why sailors thought that the world was flat, ask pupils to sort the following into size order Moon, Earth, Jupiter, Sun, Milky Way, Universe

Main:

Ask pupils to get into pairs and then make a timeline showing what the ideas were and how they made their observations…and how it proved and disproved various theories.

Or pupils in different groups to research a particular scientist Ptolemy, Copernicus etc and explain their discovery and whether they thought it was correct or not pupils can then present to class

• 12.5 PowerPoint 1 The Universe – Ask: If our Solar System could fit in the lab, where would the nearest star be? Follow the series of slides to show that the scale distance would be 16 miles.

• 12.5 Activity 2 How many stars? – Give students the picture of the Milky Way from the CD-ROM. Students try to estimate how many stars there are, but discover this is impossible.

• Explain how scientists have worked out that the average galaxy is thought to have about 100 000 000 000 stars.

• Give students the picture showing galaxies from the CD-ROM. They count the galaxies in a small area then multiply that by the number of areas of that size there are in the whole picture.

• 12.5 PowerPoint 2 Voyager – Discuss the search for extraterrestrial intelligence (SETI) and the Voyager space probes.

• Students can attempt a calculation that illustrates the magnitude of distance travelled by Voyager.

• 12.5 PowerPoint 3 Light years – Introduce the term ‘light year’. Then use the slides to help students work out some distances and relate this to how old the light is coming from different objects in space – like looking back in time.

12.5 Activity 3 Sending messages – Students write and illustrate messages they would send if another Voyager was deployed.

Plenary:

Decide which scientist made the most important discovery for our science understanding today and give reasons for

Students feedback the messages they would send into space and explain why

Assessment Opportunities

Arguments for decisions

Business & Enterprise Skills

Problem solving, team work, communicating ideas

Safety:

Apparatus / Materials Required

Internet would be useful, display materials

Differentiation

Scientists or theories selected according to group ability

References:

Exploring science 9

Science works 146-147

Homework ideas: SATS Questions of test base, big bang puzzle worksheet from science works

NC Refs:

Sets: ALL

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 15– Satellites and Looking for Life

Yearly objectives:

Range & Content: describe different uses of artificial satellites

HSW: recognise that decisions about the use of artificial satellites are influenced by the needs of society and individuals, describe patterns in secondary data and link these to conclusions

Outcomes:

All: Give uses of satellites

Most: Describe ethical or moral issues linked to the use of artificial satellites e.g. their use, cost, decommissioning

Some: Weigh the arguments for and against using different types of satellites

Suggested Activities (including specific refs to HSW):

Starter:

Show pictures of different satellites and ask what we can learn from these machines

Think, pair, share – Ask: What do we use satellites for? Students use the generic sheet. Get feedback from the class use activity sheet 1 from 12.4

Main:

Show the different types of orbits of satellites (geostationary and polar) worksheet 9jd2 useful for this. If possible show animation of satellites at work and what we have learned about space from satellites.

Ask pupils to write ideas down for the following questions

1. Did the universe always exist?

2. Can science prove this or disprove it?

3. Can satellites be a bad thing?

Pupils can discuss that different people have different ideas and science cannot answer all questions even with all the technology

• 12.4 Activity 2 Satellites – Students extract information from a newspaper article to complete an activity sheet about types of satellites and what they are used for.

• 12.4 Interactive Activity 3 Satellite uses – students match up the type of satellite with its use.

• 12.4 PowerPoint 1 How many satellites? – Students have to guess the total number of satellites in orbit, then view data from the USC website about some of these satellites. Ask students what they think will happen to these satellites when they come to the end of their lifetime.

12.4 Activity 4 Satellites poster – students create a poster listing information about satellites and some arguments for and against. Thought bubbles are provided for students needing support.

Plenary:

Write down 2 things we definitely know about space and 2 things that we definitely don’t know

Assessment Opportunities

Pupil answers

Business & Enterprise Skills

problem solving, communication

Safety:

Apparatus / Materials Required

Info about satellites

Differentiation

Extension:

Support:

References:

Exploring science 9 has info

Science works 144-145

Homework ideas: Revision for test

Differentiation

Extension: see above

Support: see above

References:

134-135

Apparatus / Materials Required

Science works materials

Safety:

Business & Enterprise Skills

Pupils working independently

Suggested Activities (including specific refs to HSW):

Starter: PowerPoint 1 Distance–time graphs – two slides of simple distance–time graphs which consolidate work from the previous lesson.

Main:

• 11.5b PowerPoint 2 The limousine journey – Show slides 1 and 2. Study of the graph builds on previous knowledge.

• 11.5b Activity 1/Interactive Activity 1 The limousine journey – Two matching activities which link to PowerPoint 2. It may not be necessary to use the interactive activity with higher students. Both lead into calculation of average speed for each part of the limousine journey.

• 11.5b PowerPoint 3 Conversions – Students study the information on the slide and use it to convert their answers from Activity 1 from m/s to km/h. The Activity 4 extension worksheet can also be used here for students who complete their calculations quickly.

• 11.5b Activity 2 Distance–time graphs – Students carry out the activity which requires them to interpret distance–time graphs and convert units. Core and Help sheets are available. Answers can be found in the Additional teacher notes in the Teacher & Technician notes.

Plenary:

• 11.5b PowerPoint 4 Mikey the mole’s amazing journey – Show the slide. Students then make up their own story and distance–time graph based on the information. They then calculate Mikey’s average speed and his speed at different parts of the journey.

11.5b Activity 3 Speed–time graphs – Higher students can complete this extension activity sheet which requires them to interpret a speed–time graph and calculate acceleration.

Outcomes All: Recognise that unbalanced forces lead to objects changing speed

Most: Interpret simple distance–time graphs showing average speed, Recognise the scientific units used for speed and how to convert other quantities into them

Some: Interpret distance–time graphs and relate different parts of the graph to events on the journey, e.g. stopping, speeding up

Assessment Opportunities

Understanding of graphs of speed

Yearly objectives:

Range & Content recognise how speed can be calculated using a simple quantitative relationship

HSW describe and record observations systematically, describe patterns and trends in results and link these to conclusions

NC Refs:

Sets: 1 & 2

Homework ideas:

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 8 – More about Speed

NC Refs:

Sets: ALL

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 16 –Is there anybody out there?

Yearly objectives:

Range & Content describe how astronomy and space science provide evidence about the solar system and galaxy

HSW describe how scientific ideas were changed by new evidence from developments in telescopes

Outcomes: All: Describe how we observe objects in space

Most: Explain how the development of telescopes provided more evidence about space which has changed scientific ideas

Some: Select data and information from secondary sources in preparing their mission to Mars

Suggested Activities (including specific refs to HSW):

Starter:

PowerPoint 1 Is there anybody out there? – Set the scene with this illustration. Ask students to imagine what it was like hundreds of years ago when they looked at the night sky and stars. What ideas did they have about the Earth and space?

Use Stellarium software (as in lesson 12.1b) to show the constellations.

Link back to previous lessons, elicit ideas about the Earth being flat, being the centre of the Universe, that the Sun orbited the Earth, etc.

Main:

• 12.6 Activity 1 Timeline of discoveries – Students view a variety of cards that have information about different discoveries in space. They match them up with the developments in technology that allowed them to be discovered, then order them chronologically.

• 12.6 PowerPoint 2 Timeline of discoveries – Use this to check feedback from Activity 1.

• 12.6 PowerPoint 3 Mission to Mars – Discuss past missions to Mars.

• 12.6 Activity 2 Mission to Mars – Students plan a manned mission to space. They need to take into account all the information they have so far, including how long it would take to get to Mars, what the conditions would be like, how they could power the mission, how they could survive when they landed and what they need to take with them.

As an extension, students could research the propulsion system and energy supplies for a mission to space, justifying their choices.

Plenary: 12.6 Activity 3 Ask Ask Trade – Students use this revision tool to recap what they have learned in Unit 12.

Assessment Opportunities

Plenary

Business & Enterprise Skills

Teamwork in mission activity

Safety:

Apparatus / Materials Required

Display materials, access to internet

Differentiation

Extension:

Support:

References:

Science works 148-149

Homework ideas: Revision for test

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 9 - Magnetism

NC Refs:

Sets:1 lesson for top 2 sets 2 lessons for set 3/4

Yearly objectives:

Range & Content: recognise that magnetic forces act on magnetic materials, recognise magnetism as a force at a distance

HSW describe patterns and trends in results and link these to conclusions,use a model to describe a magnetic field

Outcomes:

All: Describe what happens when a magnetic material approaches a magnet using appropriate scientific terminology, Name three strongly magnetic metals

Most: Describe the shape of a magnetic field around a bar magnet

Some: Explain the difference between a magnet and a magnetic object, Explain what is meant by a ‘magnetic field’

Suggested Activities (including specific refs to HSW):

Starter:

List 3 everyday objects that have magnet in them

9.4Activity 1 Navigation with magnets – Before the invention of GPS, how would ships at sea find their way? Students use bar magnets on string as basic compasses. Ask students to explain observations to provide a basis for reviewing magnet keywords. OR pots of materials can be used to ask pupils if the contents will be magnetic or not.

Main:

• 9.4Activity 2 Magnetic fields – Students remove iron filings from sand as a reminder of the magnetic nature of iron. This also demonstrates part of the magnetic field pattern (see PowerPoint 1) around a bar magnet. Students also try other metals to allow observation that only certain metals are magnetic.

• 9.4Activity 3 Field lines – Introduce idea of field lines by using an electric fan. Paper, on a string, is introduced to the invisible air stream. The movement of the paper is analogous to the force felt by magnetic materials when they are placed in a magnetic field.

Teacher explanation that diagrams can be drawn of the invisible field by using arrows to show the direction of force felt. Students make a diagram of field lines around a bar magnet using small compasses. Confirm pattern using textbook 9.4, p. 109 and on PowerPoint 2.

Plenary:

9.4Activity 4 Permanent vs. temporary magnets – Students use bar magnet to pick up iron nails and steel pins. Students observe difference in behaviour. Link to the difference between permanent and temporary magnets (see textbook 9.4, p. 108).

Business & Enterprise Skills

Team work

Assessment Opportunities

plenary

Apparatus / Materials Required

Magnets, plotting compasses, plain paper

Safety:

Take care with iron filings if used

References:

Exploring science 8

Science works 108-109

Differentiation

Extension: As above

Support:

Homework ideas: Lots of SATs questions available

Pupils to make a list of all uses of magnets at home

NC Refs:

Sets: ALL

Homework ideas: Various SATS questions on Test base

KS3 Science Unit – 3

Topic: Forces, Magnets, Solar system & Gravity

Activity: Lesson 3 – Gravity and Weight

Yearly objectives:

Range & Content: recognise that there are contact forces and forces that act at a distance

HSW plan an appropriate approach to answer a scientific question making relevant observations, describe patterns and trends in results and link these to conclusions

Outcomes: All: recognise weight is a force measured in N and mass is measured in kg

Most: explain floating and sinking in terms of balanced and unbalanced forces

Some: calculate weight, mass or gravity from data

Suggested Activities (including specific refs to HSW):

Starter:

11.4 Activity 1 Guess the weight of the chocolate bar – Students guess the weight of chocolate bars and establish the difference between mass and weight.

11.4 Activity 2 Weight and mass – A card sort activity which distinguishes mass units from weight units.

Main:

• 11.4Activity 3 What is weight and how can we calculate it? – A demonstration that links weight with gravity and introduces students to the equation for calculating weight.

• 11.4Video Walking on the Moon

• 11.4 Vi.deo Dropping things on the Moon

Two video clips that introduce the idea that weight can change due to gravity. Students calculate the weight of various objects on the Moon.

11.4 Activity 4 Weight in different liquids – Students investigate the effect of different liquids on the weight of an iron block.

Plenary: Gravity true or false/ write conclusions to investigation

Assessment Opportunities

Plenary

Business & Enterprise Skills

Evaluating data

Safety:

Apparatus / Materials Required

1 × 400 cm3 beaker, 1 large washing-up bowl, 1 Iron block, 1 × 20 cm length of string, 1 × 5 N force meter , container of vegetable oil, container of washing-up liquid , container of wallpaper paste

Differentiation

Extension: Pupils could be give info about other scientists ideas and asked to explain them and why incorrect

Support:

References:

Exploring science 9 pg 124

Science works 132-133

Homework ideas: Arnie the alien- science works sheet to calculate mass of alien on diff planets

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