fccwidow
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Year 4 - linking Maths C1 with science - forcesNeed to cover forces in science and do lots of Sc1 activities and looking through the C1 maths they seem to go nicely together. Was thinkning cars on a ramp to look at friction but think they did that in Year 2. Any ideas for simple Sc1 activities that involve measuring weight, length etc. Trying to get my head round egyptians at same time and am son-less cos they are at sis in law's so need to get lots of work done and not sure where to start ! 
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sal 26
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Am sure I've got some stuff on this fccwidow. Will have a root through in a bit!
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fccwidow
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thank you 
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sal 26
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3 A4 sheets Okay, one easy one to do is to have three sheets of A4 paper: one screwed up into a ball, one folded twice over & one just as a flat, uncreased sheet. Three children (possibly standing on chairs depending on you H&S!), each hold a sheet at the same height & on your signal drop the pA ieces of paper. Beforehand, get the class to predict which piece will hit the floor first & give their reason. This little activity demonstrates gravity vs air resistance so the screwed up ball of paper reaches the floor first because their is less surface area for the air to get under.
Paper aeroplanes A fun little extension of this is to get children to design and make paper aeroplanes challenging them to make the one that 'flys' the furthest and stays up longest in the air & then to explain why. Obviously children's throwing technique is a factor in the success of a particular plane so you can discuss with them how fair the test was.
Alternatively, you could make autogyros of varying size to compare the effect/result or autogyros of the same size but weighted with differently sized paperclips.
Feel the push Opposing forces & upthrust: Get the children to carefully push an inflated balloon into a tank of water - what can they feel, what is the water doing to the balloon? Children then let go of the ballon - can they explain what happens?
Repeat the above using a stone attached to a Newton meter. Children record measurement of the stone before it is placed in the water and then afterwards. What is the difference? Why is there a difference? Develop children's science skills by asking them to take repeat readings & getting them to think about why this might be a good thing to do.
Shapes in water cylinders of water & equal amounts of plasticine. Children shape the plasticine into different shapes. Why will travel through the water most quickly & why?
Slopes & surfaces why not give them an open ended investigation where they set the question to find out about friction?
You can use all sorts of recording methods for the above which will fit well within your Maths data handling (I'm assuming here that is what 'Maths C' is!). Why not take them through the different recording methods you want them to know ie. teach & practise and then for later investigations they can apply based on what you've taught them, the investigation involved & their level of confidence?
Have lots more so do ask if you need any other ideas. In the meantime, hope the above helps!
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fccwidow
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fabulous thank you - yes Maths C1 is data handling and measuring
I can think about an experiment, predict what might happen and decide how I could go about finding out whether it is true.
I can collect data and put it in a table to help me explore an idea and find out more about it.
I can measure lengths, weights, and times to help me find out more about a question I am exploring.
I can measure lengths to the nearest half centimetre, weights in grams and kilograms, and times in seconds.
If you could post other ideas I would be grateful x
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sal 26
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You're welcome!
I think you could cover all of these data handling areas through the above practical work (& much more besides!). If I were you, I'd spend time showing them (even if they think they already 'know' it!) to draw tables & charts. Once they've done this, why not use some software. You could get the children to do some planets & gravity research which they could spreadsheet and graph perhaps?
Other than that, which areas related to forces are you short of?
Currently, I don't teach forces at all, but when I did magnets, friction, air resistance etc. were split across different year groups - do you cover it all in your year group?
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fccwidow
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all in year 4 and then its revisted in y6 any magnet i
thanks x
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fccwidow
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ooops any magnet ideas would be appreciated! 
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sal 26
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One investigation might be whether there is any relationship between the size of the magnet and its strength. Lots of measuring involved there.
Perhaps children could investigate how well they can 'magnetise' metal objects so for example, how many (if any) paperclips would a knitting needle (or alternative 'safe' metal object if you prefer!) hold before it is magnetised. How many after say 5 strokes of the magnet, 10 etc.
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fccwidow
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hoping to do some of these this week ! (Did D1 1st !) Thanks sal
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