Things you'll need to decide on as you plan: Earth-Moon-Sun
Teaching Guidance for 11-14
Bringing together two sets of constraints
Focusing on the learners:
Distinguishing–eliciting–connecting. How to:
- organise what pupils have observed into a coherent whole
- build three-dimension models where illumination is important
- draw out what children believe about the Earth-Moon-Sun system and how this is related to everyday phenomena
These are all related to findings about children's ideas from research. The teaching activities will provide some suggestions. So will colleagues, near and far.
Focusing on the physics:
Representing–noticing–recording. How to:
- build a sequence that uses increasingly complex models
- keep each step of the simplification in building the models connected with the whole
- distinguish between spinning on an axis and orbiting another object
- keep what is noticed and recorded somewhat separate from what is modelled
Connecting what is experienced with what is written and drawn is essential to making sense of the connections between the theoretical world of physics and the lived-in world of the children. Don't forget to exemplify this action.