Primary science handbook
Improving your subejct knowledge and understanding further
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- Navigate this page:
- Great North Museum
- SOUND
- VIDEO – MAKING SENSE OF SCience - sound
- Questions
- Pupils’ Ideas
- Practical Activity
Improving your subejct knowledge and understanding furtherAfter jumping from a plane, what happens to a parachutist when she/he pulls the ripcord to release the parachute? Do they: Move upwards? Move downwards? Stop moving? Most school pupils answer “a.” This is wrong. Why is it wrong, and why do you think that they think this? (Did / do you think this too?) Watch / listen to this video clip - https://www.youtube.com/watch?v=ur40O6nQHsw Does this help? Think about what happens relative to the speed of the person with the camera doing the filming and try to explain in your own words why it appears like parachutists move upwards when they release the parachute:
Work through the revise and test activities on BBC Bitesize for KS3 Motion, Forces and Pressure: http://www.bbc.co.uk/education/topics/z4brd2p (remember – it’s good to stay at least one step ahead of your pupils!). Print off a copy of your screen illustrating your score or screen grab it and paste it in your science workbook. We’ll be doing some more work on Forces next week so we’ll check how you did then!! VISIT: Subject Knowledge Development Great North MuseumThis visit will give you a chance to see and hear what the Great North Museum offers to primary schools and to take part in one of the shows in their Planetarium. Staff will talk through the purpose and scope for learning in and around the Museum, but do come armed with questions about how best to manage bringing a group of pupils to a venue like this – what are the rules limitations and expectations etc.?
Workshop: Subject Knowledge Development SOUNDThis session explores the physics and science of sound through a series of simple practical activities which can be easily resourced and which help pupils visualise the nature of sound.
VIDEO – MAKING SENSE OF SCience - sound
helping children explore their ideas about sound and music:
QuestionsWhat do you notice about the sound? Would it make a sound if you used something else? Are there any other ways you can make a sound? What kind of sounds does it make? Can you find other noises? Do you feel anything in your hand? What helps you hear it? How do other animals hear? How do our ears help? Do we all have ears? Can you think of more words to describe a loud noise? Could you make it softer? Do you like loud noises?
“You shake it and it makes a sound.” “It sounds like a bee.” “The spoon hits it and it makes a sound.” “I can hear it.” “It all goes to my ears.” “It’s a loud smash”
Explore making sound-makers using different materials Explore how they can alter the sound. Sort noises into sounds they like/don’t like. Find things which make loud noises and soft noises. Compare shapes, positions and sizes of ears. Make collages of people and animals with ears. Directory: media media -> Applications to Drill media -> Unicef voices of Youth Chat Theme: Children and aids nigeria and Zimbabwe 13 October 2006 Background media -> Tsunami Terror Alert: Voices of Youth media -> Biblical Eschatology Presentation by: D. Paul Beck May 4, 2016 Ground Rules media -> Guide to completing the collection using the Omnibus system media -> The milk carton kids media -> Events Date and Location media -> The Gilded Age: The First Generation of Historians by H. Wayne Morgan University of Oklahoma, April 18, 1997 media -> Analysis of Law in the United Kingdom pertaining to Cross-Border Disaster Relief Prepared by: For the 30 June 2010 Foreword media -> Cuba fieldcourse 2010 Download 2.04 Mb. Share with your friends:
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