Learning Objectives

Introduction to new learning

Differentiated Activities

Key Vocabularly

Plenary
Have the two hoops on the Year:Two WB and ask the chn to explain where they have put some of the items and ask them to give their reasons choosing the hoop that they did, can they see any similarity in the items that they think will float or sink e.g. plastic will float where metal will sink AFL: Most children will be able to identify which materials float or sink; some children will be able to make accurate predictions about whether a material will float or sink.

Assessment 2011 -

Ask the chn if they can SESSI To understand what St Saviours Catholic Primary the difference the terms float and explain School ON 1 sink mean. 2012 between the items that float and the AutumnTo st half Science Planning items that 1predict which
materials float and which materials sink

will sink. Encourage the chn to discuss different objects that they think will float and those that will sink and generate a list on the WB from their ideas. Using the video corner of the rnli.org.uk/shorething website play the video of the Tamar Launch seaward clip, discuss with the chn what would happen if the boat didnt float? Show the chn the items that they were looking at last session, ask the chn to help me work out how we are going to find out if our predictions are correct, what do they think we could do? Introduce the term investigate discuss what items we would need if we were going to set up an investigation. Write their ideas on the WB and inform the chn that these are call the apparatus and model how to set out an apparatus list

Chn working in mixed ability groups Float, sink, Class: weight Each group have a variety of different Mrs Morgan materials, eg. Fork, cork, plastic fork, coins, keys, marbles, plastic shapes, sponge, rubber, piece of wood, nail, shell, pebbles etc... and two hoops the chn are to sort the items into hoops to show which ones they think would float and those they think will sink. LA chn to stick the images of the items into their books in the correct circles labelled float and sink MA use the wordbank to support them to write the names of the items into the correct circles in their books HA to draw and label the items they have sorted in the correct circles in their books Split the chn into groups and ask them to work in their groups to undertake the investigation of the different items they have, allow the chn to investigate freely and discuss with them what they have found out about the items. Ask the chn to give reasons for what they have found out, ask the chn to undertake the activity again but this time fill in the sheet to show which items did sink and did float.

SESSI ON 2

To investigate which materials will float and which materials will sink

Float, sink, material, buoyancy, weight

Discuss with the chn what they have found out and why they think the things that floated did and why the things that sank did, discuss which of the items they have looked at today would be the best material to make a boat out of and why, show the video from the RNLI website: http://www.rnli.org.uk/Sho rething/UserFiles/ File/Floating%20and %20sinking.pdf AFL: Most children will be able to identify which materials float or sink; some children will be able to make check their predictions about whether a material will float or sink.

SESSI ON 3

To identify that some materials float if they are in the right shape.

Watch the buoyancy aid video on the RNLI website. Discuss how these help those people wearing them and discuss what the chn

Split the chn in to pairs and give them all the same weight in plasticine, allow them to investigate how to make the plasticine float, encourage them to think about the shape of the plasticine. Allow the chn

Weight, float, sink, surface area

Evaluate each of the pairs version, ask teh chn to look at the different shapes that have been created and