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

Bringing together two sets of constraints

Focusing on the learners:

Distinguishing–eliciting–connecting. How to:

• make explicit connection to the work on levers

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 to:

• be systematic in your use of terms
• adopt helpful conventions
• relate the action of the machines to fundamental physics
• restrict the term pressure to fluids

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.