Things you'll need to decide on as you plan: motion

Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How will you:

• re-activate children's ideas about forces and energy
• connect to the measures of motion to everyday concerns

Teacher Tip: 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 will you:

• use diagrams, words and actions that separate force, momentum and energy
• keep scalars and vectors separate
• exploit common patterns

Teacher Tip: 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.